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首页> 外文学位 >A comparison of educational strategies for the acquisition of medical-surgical nursing knowledge and critical thinking skills: Human patient simulator vs. the interactive case study approach.
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A comparison of educational strategies for the acquisition of medical-surgical nursing knowledge and critical thinking skills: Human patient simulator vs. the interactive case study approach.

机译：获取医学外科护理知识和批判性思维技能的教育策略的比较：人类患者模拟器与交互式案例研究方法。

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摘要

This study determined whether the use of the human patient simulator (HPS) as an educational intervention with nursing students was more effective than the use of interactive case studies (ICS) with respect to knowledge gain and critical thinking abilities and assessed the learner's perspective related to the experiences. Kolb's Experiential Learning Theory provided the framework. A multi-site, quantitative quasi-experimental two group pre-test and post-test design was utilized with a sample of 49 nursing students from two different nursing programs at a simulation center. After permission was obtained, the diploma and baccalaureate nursing students were pre-tested using a custom-designed Health Education Systems Incorporated (HESI) exam based upon ICS and HPS content, randomly assigned to either the ICS or HPS group, received the educational intervention, then were post-tested using another HESI exam based upon the same test blueprint. The HESI Scores were used to measure knowledge gain and critical thinking ability. Students also completed a researcher developed ICS/HPS evaluation form to assess their perspective of the teaching strategies.;Analysis of covariance (ANCOVA) revealed a significant difference with respect to knowledge gain using the HESI Conversion Score (p=.018) and HESI Scores (p=.037), and a significant difference with respect to critical thinking ability using the Critical Thinking subscore (p=.051), with the HPS group scoring significantly higher on the posttest. Descriptive statistics revealed that the student's perspective of the HPS experience was significantly more positive when compared to the case study group with respect to the stimulation of critical thinking abilities (p=.070), perceived value (p=.001), the ability to transfer learning to the clinical setting (p=.059), need for inclusion in undergraduate education (p=.010), understanding of concepts (p=.010), invoking nervousness (p=.001), decreasing anxiety in the clinical setting (p=.074), and substitution for clinical experiences (p=.027). The results supported the use of simulation technology in undergraduate nursing education, demonstrated the effectiveness of the use of simulation as an innovative teaching strategy, validated the nursing students' positive experience with respect to simulation, and confirmed the cost-benefit ratio with respect to the resources needed to integrate simulation into an undergraduate nursing curriculum.
机译：这项研究确定了使用人类患者模拟器（HPS）作为护理学生的教育干预措施是否比使用互动案例研究（ICS）的知识获取和批判性思维能力更有效，并且评估了学习者对以下方面的看法：的经验。科尔布的经验学习理论提供了框架。在模拟中心对来自两个不同护理计划的49名护理学生的样本进行了多站点，定量的准实验两组前测和后测设计。获得许可后，将根据ICS和HPS内容，根据ICS和HPS内容，使用定制设计的健康教育系统公司（HESI）考试对文凭和学士学位护理学生进行预测试，并随机分配给ICS或HPS组，接受教育干预，然后根据相同的测试蓝图，使用另一次HESI考试进行后期测试。 HESI分数用于衡量知识获得和批判性思维能力。学生还填写了研究人员开发的ICS / HPS评估表，以评估他们对教学策略的看法。；协方差分析（ANCOVA）显示，使用HESI转换得分（p = .018）和HESI得分在知识获取方面存在显着差异（p = .037），并且使用批判性思维子评分在批判性思维能力方面存在显着差异（p = .051），HPS组在后测中的得分明显更高。描述性统计数据表明，与案例研究组相比，学生对HPS体验的看法在批判性思维能力（p = .070），感知价值（p = .001），将学习转移到临床环境（p = .059），需要纳入本科教育（p = .010），对概念的理解（p = .010），引起神经质（p = .001），减少临床上的焦虑设定（p = .074），并取代临床经验（p = .027）。结果支持模拟技术在本科护理教育中的应用，证明了将模拟作为一种创新的教学策略的有效性，验证了护理学生在模拟方面的积极经验，并确认了模拟教学的成本效益比。将模拟集成到本科护理课程中所需的资源。

著录项

  • 作者

    Howard, Valerie Michele.;

  • 作者单位

    University of Pittsburgh.;

  • 授予单位 University of Pittsburgh.;
  • 学科 Health Sciences Education.;Health Sciences Nursing.;Education Administration.
  • 学位 Ed.D.
  • 年度 2007
  • 页码 155 p.
  • 总页数 155
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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