Effects of structured instructive feedback in nursing teaching with high-fidelity scenario simulation

中华现代护理杂志 Pub Date : 2020-03-26 DOI:10.3760/CMA.J.CN115682-20191008-03604

Shuqin Xiao, Yanling Wang, Xinwei Feng

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Abstract

Objective To explore the effects of structured instructive feedback in nursing teaching with high-fidelity scenario simulation. Methods From August 2017 to June 2019, this study selected 70 nursing undergraduate students of Grade 2016 in experimental group and 62 nursing undergraduate students of Grade 2015 in control group by convenience sampling. Control group carried out the method of instructive feedback, while experimental group implemented method of structured instructive feedback. The effects were compared with the performance self-rating scale for nursing students on simulation training and examination results. Results At the end of the course, the score of the performance self-rating scale for nursing students on simulation training of students in experimental group was higher than that in control group with a statistical differences (P 0.05) . Conclusions Structured instructive feedback can improve the clinical skills of nursing and teaching effects, but there is still room for improvement. Key words: Education, nursing; Scenario simulation; Instructive feedback; Structure

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结构指导性反馈在高保真情景模拟护理教学中的作用

目的探讨结构指导性反馈在高保真情景模拟护理教学中的作用。方法2017年8月至2019年6月，本研究采用方便抽样法，选取2016级护理本科生70人作为实验组，2015级护理本科生62人作为对照组。对照组采用指导性反馈的方法，实验组采用结构化的指导性反馈方法。将其与护理专业学生成绩自评量表对模拟训练和考试成绩的影响进行比较。结果实验组护生模拟训练成绩自评量表得分高于对照组，差异有统计学意义（P＜0.05）。关键词：教育、护理；场景模拟；指导性反馈；结构

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中华现代护理杂志

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