高仿真远程模拟在培养护理专业学生进行急诊和危重病人护理方面的功效:前瞻性研究

Yi-Chi Peng, Hua-Shan Wu
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摘要

背景:目的:本研究旨在确定高保真远程模拟教学项目对护理专业学生的急诊和危重病人护理相关知识、自信心和批判性思维能力的影响:这项随机、单盲对照研究对 84 名护理专业学生进行了抽样调查,并对他们进行了前测和后测。参与者被随机分为对照组(43 人)和实验组(41 人)。对照组接受面对面的传统教学计划,实验组则使用高保真远程模拟计划进行教学。在高仿真远程模拟期间,每隔 100 分钟和 300 分钟进行一次同步在线辅导学习和远程模拟。实验组的课程包括讲座、模拟教学视频以及与气管插管、12 导联心电图、防护服和混合远程模拟学习相关的演示。在每个分组中,学生们都执行了一个高保真远程模拟场景,并在其中分配了各自的角色。其他分组的学生则作为观察员参与同步在线汇报。教学效果通过客观的结构化临床检查和针对急诊和危重病人护理设计的问卷进行评估:结果:实验组的急危重症患者护理相关知识水平、自信心以及批判性思维能力均显著高于对照组(P < .05):高保真远程模拟教学对于护理专业学生来说是一种可行且可靠的替代传统现场模拟教学的方法,尤其是在无法进行传统临床实践的情况下。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Efficacy of High-Fidelity Telesimulation in Preparing Nursing Students for Emergency and Critical Patient Care: A Prospective Study.

Background: High-fidelity telesimulation can address the gap in nursing education caused by the pandemic by providing a simulated environment for students to practice skills that closely mimic real-life scenarios.

Purpose: This study was designed to determine the effect of a high-fidelity telesimulation teaching program on emergency and critical patient care-related knowledge, self-confidence, and critical thinking skills in nursing students.

Methods: This randomized, single-blind controlled study was conducted on a sample of 84 nursing students who were evaluated using pretest and posttest measurements. The participants were randomized into a control group ( n = 43) and an experimental group ( n = 41). The control group received an in-person traditional teaching program, and the experimental group was taught using a high-fidelity telesimulation program. During the high-fidelity telesimulation, synchronous online tutorial learning and telesimulation were conducted every 100 and 300 minutes. The experimental group program included a lecture, simulation teaching videos, and demonstrations related to endotracheal intubation, 12-lead electrocardiography, protective clothing, and hybrid telesimulation learning. In each subgroup, the students executed a single high-fidelity telesimulation scenario in which they were assigned individual roles. The students in the other subgroups served as observers and engaged in the synchronous online debriefing. Teaching efficacy was evaluated using an objective structured clinical examination and a questionnaire designed for emergency and critical patient care.

Results: In the experimental group, levels of knowledge and self-confidence as well as critical thinking skills related to emergency and critical patient care were significantly higher than in the control group ( p < .05).

Conclusions: High-fidelity telesimulation teaching is a feasible and reliable alternative to conventional in-person simulation for nursing students, particularly in situations where traditional clinical experiences are not possible.

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