开发和评估基于协作反思的汇报策略，用于在实用护理中使用虚拟仿真进行基于仿真的教育：随机对照试验。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2024-11-01 DOI:10.1016/j.nepr.2024.104170

Ji-Ah Yun , In-Soon Kang

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引用次数: 0

摘要

目的：开发并验证实用护理学模拟教学的汇报策略，以促进合作反思并提高护理能力。该研究评估了对知识、解决问题的技能、临床决策的自信心、反思性思维和学生满意度的影响：背景：医疗技术的进步和不断变化的医疗环境提高了护士的期望值，促使护理教育在理论知识之外强调实践技能。临床实践病房的短缺、护理学校招生人数的增加以及对患者权利的关注，都将传统的模拟教学扩展到了虚拟临床场景：方法：在大韩民国釜山东瑞大学对 66 名四年级护理学生（实验组 34 人，对照组 32 人）进行了随机对照试验（IRB 编号：2021-023-HR-02）。基于协作反思的汇报包括四个阶段：汇报前、情绪舒缓、探索替代方案和拓展思维。实验组进行了三次干预；对照组在完成结构化反思问卷后进行了单独汇报。结果在干预后、四周和八周时进行评估。数据采用独立 t 检验和重复测量方差分析（混合模型）进行分析：结果：与对照组相比，实验组在知识、解决问题的技能、临床决策的自信心、反思性思维和满意度方面都有明显提高：结论：在模拟教学中开展以协作反思为基础的汇报，可以提高临床环境中所需的护理能力。

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Development and evaluation of a collaborative reflection-based debriefing strategy for simulation-based education using virtual simulations in practical nursing: A randomized controlled trial

Aim

To develop and validate a debriefing strategy for simulation-based education in practical nursing that fosters collaborative reflection and enhances nursing competencies. The study assesses the effects on knowledge, problem-solving skills, self-confidence in clinical decision-making, reflective thinking and student satisfaction.

Background

Advancements in medical technology and the evolving healthcare landscape have increased nurses’ expectations, prompting nursing education to emphasize practical skills in addition to theoretical knowledge. The shortage of clinical practice wards, increased nursing school enrollments and a focus on patient rights have expanded traditional simulation-based education to include virtual clinical scenarios.

Method

A randomized controlled trial was conducted with 66 fourth-year nursing students (34 in the experimental group and 32 in the control group) at Dongseo University, Pusan, Republic of Korea (IRB No. 2021–023-HR-02). The collaborative reflection-based debriefing comprised four phases: pre-debriefing, emotional relief, exploration of alternatives and expansion of thinking. The experimental group had three intervention sessions; the control group underwent individual debriefing after completing a structured reflective questionnaire. Outcomes were assessed post-intervention and at four and eight weeks. Data were analyzed using independent t-tests and repeated-measures analysis of variance (mixed model).

Results

The experimental group exhibited significantly greater improvements in knowledge, problem-solving skills, self-confidence in clinical decision-making, reflective thinking and satisfaction than the control group.

Conclusion

Collaborative reflection-based debriefing in simulation-based education can improve the nursing competency required in clinical settings.

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.