在三个机构的第三年药房技能实验室课程的虚拟自我护理模拟
Jaime Weiner Riskin1, Krista L Donohoe2, Nabila Ahmed-Sarwar3
1Nova Southeastern University Barry and Judy Silverman College of Pharmacy, 3200 South University Dr., Ft. Lauderdale, FL 33328, United States of America.
Currents in pharmacy teaching & learning
|April 9, 2024
概括
一个虚拟的自我护理活动显著增强了三年级学生药剂师的知识和信心. 该模拟得到了好评,表明其在药房教育中的价值.
科学领域:
- 药房 教育 教育 药房 教育
- 自我护理评估评估
- 虚拟学习环境 虚拟学习环境
背景情况:
- 三年级学生药剂师需要强大的自我护理知识和信心.
- 传统的教育方法可能不能完全解决实际的自我护理技能.
- 评估创新学习工具的影响对于课程开发至关重要.
研究的目的:
- 评估虚拟自我护理活动在提高三年级学生药剂师的知识和信心方面的有效性.
- 评估学生对虚拟自我照顾模拟的看法.
主要方法:
- 在实践实验室课程中,在三个机构为386名三年级药剂师学生实施了虚拟自我护理模拟.
- 评估前后测量了知识 (10个二进制问题) 和信心 (5个利克特尺度问题).
- 统计分析包括麦克纳马的知识测试和对联t测试的信心,与感知数据呈现为频率.
主要成果:
- 198名参与者在相关评估中观察到知识 (p < 0.001) 和信心的显著整体改善.
- 各个机构在知识改进方面显示了变化但积极的趋势.
- 学生对虚拟自我照顾活动的看法是有利的.
结论:
- 虚拟自我护理活动有效地提高了对学生药剂师的知识和信心.
- 模拟显示了作为药房教育中一个有价值的工具的潜力.
- 进一步的研究应探讨持续加强自我照顾活动及其对学生发展的长期影响.
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