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首页> 外文期刊>Journal of professional nursing: official journal of the American Association of Colleges of Nursing >The evolution of a high-fidelity patient simulation learning experience to teach legal and ethical issues
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The evolution of a high-fidelity patient simulation learning experience to teach legal and ethical issues

机译：讲授法律和道德问题的高保真患者模拟学习体验的演变

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摘要

A transformative learning activity, in which students participated in a high-fidelity patient simulation (HFPS) scenario, was initiated to help students learn the importance of legal and ethical content in their clinical practice. The authors used the continuous quality improvement process to guide their HFPS implementation strategies from year to year. The plan, do, check, and act model served as the framework by which 3 consecutive years of HFPS evaluations were conducted and findings subsequently implemented. Evaluation data indicated that the HFPS was most effective at the end of the semester to review and apply previous content and that neither the role fulfilled by students in the scenario nor the actual participation in the scenario (vs. observation and participation in the debriefing) made a significant difference in students' pre- and posttest scores, student or faculty evaluations, or student perceptions of the HFPS experience. These findings ensured a quality learning experience for students and helped faculty address the logistics of accommodating an increasing number of students in the HFPS scenarios each year.
机译：发起了一项变革性学习活动，学生参加了高保真患者模拟（HFPS）情景，以帮助学生学习法律和道德内容在临床实践中的重要性。作者使用持续的质量改进过程来指导他们的HFPS实施策略。计划，执行，检查和行动模型是连续3年进行HFPS评估并随后实施发现的框架。评估数据表明，HFPS在学期末对复习和应用以前的内容最为有效，既没有学生在情景中扮演的角色，也没有实际参与情景（相对于观察和汇报）。学生的测验前和测验分数，学生或教职员工的评估或学生对HFPS体验的看法有显着差异。这些发现确保了学生获得高质量的学习体验，并帮助教师解决了每年在HFPS方案中容纳越来越多的学生的后勤问题。

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