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首页> 外文期刊>Journal of Nursing Education and Practice >Simulation as a learning method in nursing education – A case study of students’ learning experiences during use of computer-driven patient simulators in preclinical studies
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Simulation as a learning method in nursing education – A case study of students’ learning experiences during use of computer-driven patient simulators in preclinical studies

机译：模拟作为护理教育中的一种学习方法–在临床前研究中使用计算机驱动的患者模拟器期间学生学习经验的案例研究

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Background: Increasing complexity and quality requirements in the health care system require that nursing students posses good practical skills. Internationally and domestically, this has lead to an increased use of simulation in preclinical studies in nursing education. In Norway, preclinical and clinical studies constitute 50% of nursing education. Nursing students can, through simulation with a computer-driven patient manikin, train connecting theory and practice together. In this way, students can become better prepared to meet the demands of clinical studies. The aim of the study was to evaluate the nursing students’ experiences connected to learning during use of a simulation manikin in preclinical studies during first-year undergraduate studies. Methods: The study had a descriptive case study design. The evaluation included information, preparation, completion and implementation of learning goals during simulation in preclinical studies. The study encompassed two first-year classes. The data collection occurred post simulation through the means of a questionnaire given to 100 nursing students from the class of 2009 and 116 nursing students from the class of 2010. Predictive Analytics SoftWare for Vista was used for statistical analysis and the inductive content analysis of the replies to the open questions. Results: Student evaluations show that use of simulation in preclinical studies was a positive experience and that the students have realized the day’s learning goals, despite criticism of the technical equipment, for example camera angle and lighting. In total, 88% of the nursing students answered that the observation of peers was beneficial to a great or very great extent, and 89.4% experienced that reflection during debriefing was beneficial to a great or very great extent. A correlation existed between students who responded that the observation of peers was beneficial and that reflection during debriefing was beneficial. About 77.8% of nursing students were well prepared for simulation. Qualitative analysis showed that a small number of students experienced discomfort when being observed during a simulation. Feedback from peers and instructors during debriefing was experienced as being very instructive. Being able to communicate with the simulation manikin was experienced as being positive. Conclusions: Nursing students experienced simulation as being a beneficial learning method and requested more simulation during their education. They expressed that simulation provided good practical and theoretical learning.
机译：背景：卫生保健系统中日益复杂和质量的要求要求护理学生具备良好的实践技能。在国际和国内，这已导致在护理教育的临床前研究中越来越多地使用模拟。在挪威，临床前和临床研究占护理教育的50％。护理学生可以通过计算机驱动的人体模型进行模拟，从而训练理论和实践之间的联系。这样，学生可以为满足临床研究的需求做好更好的准备。这项研究的目的是评估护理学生在一年级本科学习期间在临床前研究中使用模拟人体模型时与学习相关的经验。方法：该研究具有描述性的案例研究设计。评估包括临床前研究中模拟过程中学习目标的信息，准备，完成和实施。该研究包括两个一年级课程。数据收集是通过对100名2009届护理专业学生和116名2010届护理专业学生进行问卷调查后进行的。公开的问题。结果：学生评估表明，在临床前研究中使用模拟是一种积极的体验，尽管批评了摄像头角度和照明等技术设备，学生仍实现了当天的学习目标。总共有88％的护理专业学生回答说，同伴的观察在很大程度上或很大程度是有益的，而89.4％的学员在汇报过程中的反思在很大程度上或非常有益。在学生之间存在相关性，他们回答说观察同伴是有益的，而在汇报过程中的反思是有益的。大约77.8％的护理专业学生为模拟做好了充分的准备。定性分析表明，在模拟过程中观察到少数学生时会感到不适。汇报过程中，来自同伴和教练的反馈非常有启发性。能够与模拟人体模型进行交流被认为是积极的。结论：护理学生将模拟作为一种有益的学习方法，并要求在教学中进行更多的模拟。他们表示，模拟提供了良好的实践和理论学习。

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