基于参与者角色分配的知识获取在高保真模拟中的知识获取
Barbara L Hooper1, Nancy G Carlson
1Author Affiliations: Associate Professor (Dr Hooper) and Senior Affiliate Faculty (Prof Carlson), Kirkhof College of Nursing, Grand Valley State University, Grand Rapids, Michigan.
Nurse educator
|December 27, 2023
概括
学生获得知识,无论他们在高保真模拟中的角色如何. 无论是作为一名护士还是作为观察员,学习成果仍然是可比的,这证实了模拟效果.
科学领域:
- 医学教育 医学教育
- 基于模拟的学习
- 医疗保健培训 医疗保健培训
背景情况:
- 参与者在模拟中的角色各不相同,包括直接护理提供者和观察员.
- 观察者可以在模拟环境中或使用远程视听设置.
研究的目的:
- 在模拟中比较不同参与者角色的学习成果.
- 为了确定知识的获取是否受到模拟过程中分配的角色的影响.
主要方法:
- 采用了一个准实验性的设计.
- 267名参与者被分配了角色 (护士,家庭成员,观察员).
- 在高准确度模拟后测量了知识获取.
主要成果:
- 所有参与者都显示了知识获取的统计学上显著增加 (P < .001).
- 根据角色分配,没有发现知识获取的显著差异 (F = 0.28,P = .84).
结论:
- 高准确度的模拟,无论参与者的角色如何,都能促进知识的获取.
- 在这种模拟环境中,角色分配不会影响学习成果的有效性.
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