提高护理学生母乳喂养知识、评估技能和自我效能感：传统、评估-模拟-动画和混合模拟教育的比较

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing Pub Date : 2026-03-01 Epub Date: 2026-02-16 DOI:10.1016/j.ecns.2026.101908

Ching-Hsueh Yeh PhD, RN , Ya-Ping Yang PhD, RN

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引用次数: 0

摘要

护理专业的学生通常拥有足够的知识，但很难将其应用于临床实践，这突出了改进教育方法的必要性。目的比较传统、评估-模拟-动画（ASA-based）和混合模拟教育对母乳喂养知识、评估技能和自我效能感的影响。方法采用三组准实验设计，对179名台湾护生进行调查。对照组（CG）接受传统教育；实验组I （EG-I）收到基于asa的视频和小册子；实验组II （EG-II）接受混合模拟教育，结合基于asa的视频和基于场景的交互式培训，通过基于团队的OSCE（客观结构化临床检查）进行评估。结果两组患者的知识水平和自我效能感均有明显提高，在产后和母乳喂养评估中客观结构化临床检查（OSCE）表现满意。事后分析显示，EG-II组在母乳喂养知识和评估技能方面得分显著高于EG-I组，在知识和自我效能感方面超过对照组（CG）。结论基于场景的互动式训练强化了印象，增强了真实感，增强了学生的信心，鼓励学生扎实把握临床方法。建议在护理课程和新护士培训中采用混合模拟教育。

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Enhancing breastfeeding knowledge, assessment skills and self-efficacy in nursing students: A comparison of traditional, assessment-simulation-animation-based and mixed simulation-based education

Background

Nursing students often possess adequate knowledge but struggle to apply it in clinical practice, highlighting the need for improved educational approaches.

Aim

To compare the effects of traditional, assessment-simulation-animation-based (ASA-based), and mixed simulation-based education on breastfeeding knowledge, assessment skills, and self-efficacy.

Methods

A three-group prepost quasi-experimental design was conducted with 179 nursing students in Taiwan. Comparison group (CG) received traditional education; Experimental Group I (EG-I) received ASA-based videos with pamphlets; and Experimental Group II (EG-II) received mixed simulation-based education combining ASA-based videos and scenario-based interactive training, evaluated through a team-based OSCE (objective structured clinical examination).

Results

All groups demonstrated improvements in knowledge and self-efficacy, as well as satisfactory objective structured clinical examination (OSCE) performance in postpartum and breastfeeding assessments. Post hoc analysis revealed that EG-II achieved significantly higher scores than EG-I in breastfeeding knowledge and assessment skills, and surpassed comparison group (CG) in knowledge and self-efficacy.

Conclusion

The scenario-based interactive training created a stronger impression, enhanced realism, increased students' confidence, and encouraged a clinical approach with a firm grasp. Mixed simulation-based education is recommended for nursing curricula and new nurse training.

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来源期刊

Clinical Simulation in Nursing NURSING-

CiteScore

5.50

自引率

15.40%

发文量

107

期刊介绍： Clinical Simulation in Nursing is an international, peer reviewed journal published online monthly. Clinical Simulation in Nursing is the official journal of the International Nursing Association for Clinical Simulation & Learning (INACSL) and reflects its mission to advance the science of healthcare simulation. We will review and accept articles from other health provider disciplines, if they are determined to be of interest to our readership. The journal accepts manuscripts meeting one or more of the following criteria: Research articles and literature reviews (e.g. systematic, scoping, umbrella, integrative, etc.) about simulation Innovative teaching/learning strategies using simulation Articles updating guidelines, regulations, and legislative policies that impact simulation Leadership for simulation Simulation operations Clinical and academic uses of simulation.