The effectiveness of a high-fidelity teaching simulation based on an NLN/Jeffries simulation in the nursing education theoretical framework and its influencing factors

Fen-Fen Zhu, Li-Rong Wu
{"title":"The effectiveness of a high-fidelity teaching simulation based on an NLN/Jeffries simulation in the nursing education theoretical framework and its influencing factors","authors":"Fen-Fen Zhu,&nbsp;Li-Rong Wu","doi":"10.1016/j.cnre.2016.06.016","DOIUrl":null,"url":null,"abstract":"<div><h3>Objective</h3><p>To investigate the effectiveness of a high-fidelity teaching simulation based on an NLN/Jeffries simulation in the nursing education theoretical framework and its influencing factors.</p></div><div><h3>Methods</h3><p>A high-fidelity teaching simulation on clinical nursing practices using intelligent human analogues was conducted with 200 students, and The Simulation Design Scale, and the Student Satisfaction and Self-Confidence in Learning Scale developed by the National League for Nursing were used to evaluate the training effectiveness and its influencing factors.</p></div><div><h3>Results</h3><p>For the high-fidelity teaching simulation, students gave scores of 4.36 ± 0.54 points for satisfaction and 4.33 ± 0.46 points for Self-Confidence. The students highly rated the five dimensions of teaching design, i.e., teaching objectives/information, assistance/support for students, problem solving, guided feedback, and fidelity. The teaching design was closely correlated with the satisfaction of the high-fidelity teaching simulation and self-efficacy, and the dimensions of teaching objectives/information and assistance/support for students were particularly strong predictors of teaching effectiveness.</p></div><div><h3>Conclusions</h3><p>A high-fidelity teaching simulation based on Jeffries' theoretical framework improved student satisfaction with the simulation and their Self-Confidence. In planning simulations, teachers should take into account five characteristics, i.e., teaching objectives/information on simulation education, assistance/support for students, problem solving, guided reflection, and fidelity, to achieve better teaching effectiveness.</p></div>","PeriodicalId":57172,"journal":{"name":"Frontiers of Nursing","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.cnre.2016.06.016","citationCount":"16","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Frontiers of Nursing","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2095771816300809","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 16

Abstract

Objective

To investigate the effectiveness of a high-fidelity teaching simulation based on an NLN/Jeffries simulation in the nursing education theoretical framework and its influencing factors.

Methods

A high-fidelity teaching simulation on clinical nursing practices using intelligent human analogues was conducted with 200 students, and The Simulation Design Scale, and the Student Satisfaction and Self-Confidence in Learning Scale developed by the National League for Nursing were used to evaluate the training effectiveness and its influencing factors.

Results

For the high-fidelity teaching simulation, students gave scores of 4.36 ± 0.54 points for satisfaction and 4.33 ± 0.46 points for Self-Confidence. The students highly rated the five dimensions of teaching design, i.e., teaching objectives/information, assistance/support for students, problem solving, guided feedback, and fidelity. The teaching design was closely correlated with the satisfaction of the high-fidelity teaching simulation and self-efficacy, and the dimensions of teaching objectives/information and assistance/support for students were particularly strong predictors of teaching effectiveness.

Conclusions

A high-fidelity teaching simulation based on Jeffries' theoretical framework improved student satisfaction with the simulation and their Self-Confidence. In planning simulations, teachers should take into account five characteristics, i.e., teaching objectives/information on simulation education, assistance/support for students, problem solving, guided reflection, and fidelity, to achieve better teaching effectiveness.

基于NLN/Jeffries模拟的高保真教学模拟在护理教育理论框架中的有效性及其影响因素
目的探讨基于NLN/Jeffries模拟的高保真教学模拟在护理教育理论框架中的有效性及其影响因素。方法对200名学生进行高保真模拟临床护理实践教学,采用模拟设计量表、全国护理联盟学生学习满意度和自信心量表评估培训效果及其影响因素。结果学生对高保真教学模拟的满意度得分为4.36±0.54分,自信心得分为4.33±0.46分。学生对教学设计的五个维度,即教学目标/信息、对学生的帮助/支持、问题解决、引导反馈和保真度评价较高。教学设计与高保真教学模拟满意度和自我效能感密切相关,其中教学目标/信息维度和学生帮助/支持维度对教学效果的预测作用尤为显著。结论基于Jeffries理论框架的高保真教学模拟提高了学生对模拟的满意度和自信心。在规划模拟时,教师应考虑模拟教育的教学目标/信息、对学生的帮助/支持、问题解决、引导反思和逼真度五个特征,以达到更好的教学效果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
353
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信