高仿真模拟教学在护理实习生临床推理教学中的应用效果
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摘要
目的探讨高仿真模拟教学在临床推理教学中的应用效果。方法采用方便取样法选取武汉市一所三甲医院2017年6月～2018年5月护理实习生72名为研究对象,并按照随机数字表法将其分为实验组和对照组。实验组采用高仿真模拟教学辅助临床推理课程,对照组采用传统教学方法教授临床推理课程,两组均为期1个月。分别在课程开始前、课程结束以及课程结束3个月后对两组临床推理能力进行评价,使用自制的调查问卷调查其对临床推理课程教学效果进行评价。结果教学前,两组临床推理能力评分比较,差异无统计学意义(P <0.01);教学后,两组的临床推理能力评分均较教学前显著提升,且实验组明显高于对照组(P <0.01)。实验组在专科护理知识、护理操作能力、团队合作能力、沟通交流能力四个方面的评分均高于对照组(P <0.01)。结论在护理教学中应用高仿真模拟教学可以模拟临床情况,从而为学生创造一个安全、持续、高效的学习环境,可以有效提高学生的临床推理能力。
Objective To explore the application effect of high-fidelity simulation teaching in clinical reasoning teaching. Methods A total of 72 nursing interns from June 2017 to May 2018 in a third-class A hospital in Wuhan were selected by convenient sampling method. They were divided into experimental group and control group according to random number table method. The experimental group used high-fidelity simulation teaching to assist clinical reasoning courses, and the control group used traditional teaching methods to teach clinical reasoning courses. Both groups were for one month. The clinical reasoning ability of two groups were evaluated before the start of the course, at the end of the course, and three months after the end of the course. The self-made questionnaire was used to evaluate the teaching effect of the clinical reasoning course. Results Before the teaching, the scores of clinical reasoning ability were not significantly different between the two groups(P < 0.01). After the teaching, the scores of clinical reasoning ability of the two groups were significantly higher than those before the teaching, and the experimental group was significantly higher than the control group(P < 0.01). The scores of the experimental group in the four aspects of specialist nursing knowledge, nursing operation ability, team cooperation ability and communication ability were higher than those of the control group(P < 0.01). Conclusion The application of high-fidelity simulation teaching in nursing teaching can simulate the clinical situation, thus creating a safe, continuous and efficient learning environment for students, and can effectively improve their clinical reasoning ability.
Objective To explore the application effect of high-fidelity simulation teaching in clinical reasoning teaching. Methods A total of 72 nursing interns from June 2017 to May 2018 in a third-class A hospital in Wuhan were selected by convenient sampling method. They were divided into experimental group and control group according to random number table method. The experimental group used high-fidelity simulation teaching to assist clinical reasoning courses, and the control group used traditional teaching methods to teach clinical reasoning courses. Both groups were for one month. The clinical reasoning ability of two groups were evaluated before the start of the course, at the end of the course, and three months after the end of the course. The self-made questionnaire was used to evaluate the teaching effect of the clinical reasoning course. Results Before the teaching, the scores of clinical reasoning ability were not significantly different between the two groups(P < 0.01). After the teaching, the scores of clinical reasoning ability of the two groups were significantly higher than those before the teaching, and the experimental group was significantly higher than the control group(P < 0.01). The scores of the experimental group in the four aspects of specialist nursing knowledge, nursing operation ability, team cooperation ability and communication ability were higher than those of the control group(P < 0.01). Conclusion The application of high-fidelity simulation teaching in nursing teaching can simulate the clinical situation, thus creating a safe, continuous and efficient learning environment for students, and can effectively improve their clinical reasoning ability.
引文
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[8]Brien LA,Charette M,Goudreau J. Nursing Students’ Perceptions of the Contribution of High-Fidelity Simulation and Clinical Placement in a Critical Care Course[J]. Clin Simul Nurs,2017,13(9):436-441.
[9]Lee J,Lee Y,Lee S,Bae J. Effects of high-fidelity patient simulation led clinical reasoning course:Focused on nursing core competencies,problem solving,and academic self-efficacy[J]. Jpn J Nurs Sci,2016,13(1):20-28.
[10]Sharif F,asoumi S. A qualitative study of nursing student experiences of clinical practice[J]. BMC Nurs,2005,4(1):6.
[11]李文萃,李胜云,王宇,等.护理研究生基于双系统模型临床推理能力培训课程的设计与应用[J].护理学报,2017,24(15):18-21.
[12]刘凤佳,苏向妮,赵月琳,等.591名本科实习护生职业决策自我效能现状及影响因素分析[J].护理学报,2017,24(23):41-45.
[13]杨敏,马爱群,王文如,等.护理本科生对临床学习环境认知与其实习表现相关分析[J].中华护理杂志,2004,39(5):339-341.
[14]白宝鑫,柯玉叶,李明,等.高仿真模拟教学在护理学中的应用进展[J].护理研究,2015(12):1416-1419.
[2]Simmons B. Clinical reasoning:concept analysis[J]. Adv Nurs,2010,66(5):1151-1158.
[3]Huang HM,Huang CY,Lee-Hsieh J,et al. Establishing the competences of clinical reasoning for nursing students in Taiwan:From the nurse educators'perspectives[J].Nurs Educ Today,2018,66:110-116.
[4]Chiang VC,Chan SS. An evaluation of advanced simulation in nursing:a mixed-method study[J]. Collegian,2014,21(4):257-265.
[5]Weiler DT,Gibson AL,Saleem JJ. The effect of role assignment in high fidelity patient simulation on nursing students:An experimental research study[J]. Nurs Educ Today,2018,63:29-34.
[6]Liou SR,Liu HC,Tsai HM,et al. The development and psychometric testing of a theory-based instrument to evaluate nurses′perception of clinical reasoning competence[J].Adv Nurs,2015,72(3):707-717.
[7]梁英,廖海涛,佘佐亚,等.基于护理临床思维培养的情景教学在综合医学基础实验课中的应用[J].护理研究,2018,611(15):132-134,169.
[8]Brien LA,Charette M,Goudreau J. Nursing Students’ Perceptions of the Contribution of High-Fidelity Simulation and Clinical Placement in a Critical Care Course[J]. Clin Simul Nurs,2017,13(9):436-441.
[9]Lee J,Lee Y,Lee S,Bae J. Effects of high-fidelity patient simulation led clinical reasoning course:Focused on nursing core competencies,problem solving,and academic self-efficacy[J]. Jpn J Nurs Sci,2016,13(1):20-28.
[10]Sharif F,asoumi S. A qualitative study of nursing student experiences of clinical practice[J]. BMC Nurs,2005,4(1):6.
[11]李文萃,李胜云,王宇,等.护理研究生基于双系统模型临床推理能力培训课程的设计与应用[J].护理学报,2017,24(15):18-21.
[12]刘凤佳,苏向妮,赵月琳,等.591名本科实习护生职业决策自我效能现状及影响因素分析[J].护理学报,2017,24(23):41-45.
[13]杨敏,马爱群,王文如,等.护理本科生对临床学习环境认知与其实习表现相关分析[J].中华护理杂志,2004,39(5):339-341.
[14]白宝鑫,柯玉叶,李明,等.高仿真模拟教学在护理学中的应用进展[J].护理研究,2015(12):1416-1419.