护理学生对莱索托模拟教育的支持和主动学习的看法:一项定量研究

IF 0.4 Q4 HEALTH CARE SCIENCES & SERVICES
P. Moabi, N. Mtshali
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引用次数: 0

摘要

背景。在越来越多地采用以能力为基础的课程的背景下,模拟在健康科学教育中占据了中心地位。模拟以互动的方式复制现实世界的各个方面,使学生能够在安全的学习环境中学习临床技能和发展临床推理技能。辅导员有责任为学生提供充分的教学和心理支持,同时促进学生在模拟环境中主动和自主的学习。探索和描述莱索托学生对模拟基础教育(SBE)的支持和主动学习的看法。定量描述性探索性研究采用有效问卷进行。共有275名护生参与本研究。采用分层系统随机抽样方法,数据采用SPSS 27.Results软件进行分析。大多数参与者(87.9%)对模拟之前、期间和之后提供的支持有积极的看法,他们对此表示赞赏。主动学习也被认为是积极的,因为大多数参与者表示他们积极参与,而不仅仅是观察,模拟。结果显示,给予学生与教师讨论模拟目标的机会与各个机构之间存在显著关联(p<0.05 (p=0.01))。有训练有素的模拟辅导员的机构为学生提供了与老师讨论模拟目标的机会。研究表明,学生的支持和主动学习在开展SBE时至关重要。支持学生并让他们积极参与到学习过程中,从而实现有效的学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Nursing students’ perceptions of support and active learning regarding simulation-based education in Lesotho: A quantitative study
Background. Simulation has taken centre stage in health sciences education in the context of the increasing adoption of a competency-based curriculum. Simulation replicates facets of the real world in an interactive manner that allows students to learn clinical skills and develop clinical reasoning skills in a safe learning environment. Facilitators have a responsibility to provide adequate instructional and psychological support to the students, while facilitating active and self-directed learning in the simulation environment.Objective. To explore and describe students’ perceptions of support and active learning regarding simulation-based education (SBE) in Lesotho.Methods. A quantitative descriptive exploratory study was conducted using a validated questionnaire. A total of 275 nursing students participated in the study. A stratified systematic random sampling method was used and data were analysed using SPSS version 27.Results. The majority of participants (87.9%) had a positive perception of support that was offered prior, during and after simulation, which they appreciated. Active learning was also perceived positively, as most of the participants indicated that they actively participated in, and not merely observed, simulation. The results showed significant associations between an opportunity given to students to discuss simulation objectives with the teacher and various institutions (p<0.05 (p=0.01)). Institutions with trained simulation facilitators provided students the opportunity to discuss simulation objectives with their teacher.Conclusion. The study showed that student support and active learning are essential when conducting SBE. Supporting students and actively involving them in the learning process lead to effective learning.
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来源期刊
African Journal of Health Professions Education
African Journal of Health Professions Education HEALTH CARE SCIENCES & SERVICES-
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18
审稿时长
24 weeks
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