护理专业学生的生命威胁临床模拟:促进批判性思维和满意度。

Cochava Sharon, Gizell Green
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引用次数: 0

摘要

背景:整合危及生命的临床模拟可提高学习效果。本研究评估了护理学生在模拟前后的批判性思维因素,在两个时间点评估了护理临床推理能力和学习满意度,并探讨了模拟前后批判性思维、临床推理和满意度之间的关系和预测:方法:采用调查和焦点小组等混合方法进行研究:定量研究结果表明,模拟教学后,批判性思维在好奇心、怀疑和系统性方面的得分、临床推理能力和满意度均有所提高。定性结果支持了这些改进,并表明学生对临床知识和临床推理迭代阶段的好奇心增强了。学生对模拟教学表示满意。客观性极大地影响了临床推理能力和护理专业学生对危及生命模拟的满意度:结论:在危及生命模拟中培养批判性思维文化至关重要。教育者必须教授临床实践中客观性的重要性,鼓励批判性评价,并在模拟中促进自我反思。[J Nurs Educ. 2024;63(9):595-603.].
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Life-Threatening Clinical Simulations for Nursing Students: Promoting Critical Thinking and Satisfaction.

Background: Integrating life-threatening clinical simulations improves learning outcomes. This study assessed nursing students' critical thinking factors before and after simulation, evaluated nursing clinical reasoning ability and learning satisfaction at two time points, and explored relationships and predictions among critical thinking, clinical reasoning, and satisfaction before and after simulation.

Method: Surveys and focus groups were used for this mixed-methods study.

Results: Quantitative findings revealed increased critical thinking scores for curiosity, skepticism, and systematicity; clinical reasoning; and satisfaction after simulation. Qualitative results supported these improvements and indicated enhanced curiosity for clinical knowledge and iterative phases of clinical reasoning. Students expressed satisfaction with the simulations. Objectivity significantly influenced clinical reasoning and satisfaction in nursing students following life-threatening simulations.

Conclusion: Fostering a culture of critical thinking in life-threatening simulations is crucial. Educators must teach the importance of objectivity in clinical practice, encourage critical evaluation, and foster self-reflection in simulations. [J Nurs Educ. 2024;63(9):595-603.].

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