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Flipped Learning to Quality: an Acute and Critical Care Simulation Experience for University Nursing Students

机译：翻转学习质量：大学护理学生的急性和关键护理体验

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A computerized human patient simulator serves as a flipped learning strategy for nursing students to apply principles of acute and critical care and communication skills in a safe, interactive learning environment. The aim of this study is to develop, implement, and evaluate for a high-fidelity acute and critical care simulation course in an undergraduate nursing program, and to increase professional knowledge, attitude and self-confidence of student nurses. Follow by flipped learning process, an acute and critical simulation for senior nursing students was developed, implemented, and evaluated. 36 students were enrolled in the course and each group of 4 students spent approximately 20 hours in the simulator working on the scenarios. Knowledge acquisition, attitude, and self-confidence were measured before and after simulation experience. Participants also completed reflection papers on their learning experience. There were some statistically significant differences between the before and after measurements. And in the reflection papers participants described they have undergone emotion changes such as so real, upset, acceptances, and calmness. They also felt that they have accomplished and completed one advanced task.
机译：计算机化的人类患者模拟器用作抄袭学生的抄波策略，以便在安全，互动学习环境中应用急性和关键护理和沟通技巧的原则。本研究的目的是在本科护理计划中开发，实施和评估高保真急性和关键护理仿真课程，并提高学生护士的专业知识，态度和自信心。通过翻转学习过程，开发，实施和评估了对高级护理学生的急性和批判性模拟。 36名学生在课程中注册，每组4名学生在模拟器上工作了大约20个小时的场景。在模拟经验之前和之后测量了知识获取，态度和自信。参与者还完成了他们的学习经历的反思论文。测量前后存在一些统计学上的显着差异。在反思论文中，参与者描述了他们已经经历了情感变化，例如真实，不安，接受和平静。他们还认为他们已经完成并完成了一个高级任务。

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