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首页> 外文期刊>Dimensions of critical care nursing: DCCN >Using Critical Care Simulations to Prepare Nursing Students for Capstone Clinical Experiences
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Using Critical Care Simulations to Prepare Nursing Students for Capstone Clinical Experiences

机译：利用关键护理模拟，为Capstone临床体验做好养老院

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The purpose of this innovative learning strategy was to decrease students' fear and anxiety within the critical care environment before the initiation of a critical care capstone clinical experience by enhancing their familiarity of the critical care environment through deliberate practice and experiential learning. This will in turn increase student knowledge and competence in the critical care setting. Critical care units are often used during a capstone clinical experience to enhance critical thinking and clinical reasoning. Student preparation for these rotations, however, is varied and often inadequate. The resulting fear and anxiety impair learning and also contribute to an unsafe environment for this at-risk population.Before the capstone experience, students participated in 3 simulation experiences, each addressing a core concept of critical care nursing. Faculty engaged students during the simulations, while modeling the confidence and critical thinking of a critical care nurse. After both the critical care simulation and the capstone rotation, students stated that the simulation allowed them the time in a safe environment to critically think through the steps to care for critical patients before the capstone rotation. The experience provided them with increased confidence necessary to discharge the responsibilities of a critical care nurse—attention to critical thinking and reasoning. Mindfully constructed simulations with clear objectives help to inoculate the student against fears associated with high-risk patients. This
机译：这种创新学习策略的目的是通过通过刻意实践和经验学习提高他们的熟悉关键护理环境，减少临界护理环境中的学生在关键护理环境中的恐惧和焦虑。这将反过来增加学生的知识和批判性。在Capstone临床经验期间通常使用关键护理单元，以提高批判性思维和临床推理。然而，这些轮换的学生准备是不同的，并且通常不足。由此产生的恐惧和焦虑灾害损害学习，也有助于这种风险群体的不安全的环境。学生参加了3个模拟体验，每个人都参加了3个模拟体验，每个都解决了重大护理护理的核心概念。教师在模拟期间参与了学生，同时建模了对关键护理的信心和批判性思考。在关键护理仿真和Capstone旋转后，学生表示，模拟允许它们在安全环境中的时间来批判性地思考在Capstone旋转之前关注关键患者的步骤。这些经验为他们提供了增加的令人信心，以释放批判性护士关注批判性思维和推理的责任。以明确的目标构建模拟，有助于将学生接种与高风险患者相关的恐惧。这个

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