虚拟模拟,批判性思维和自主学习能力之间的关系护理学生在利雅得,沙特阿拉伯
Hanan F Alharbi1, Amjad Alsubaie2, Rahaf Gharawi2
1Maternity and Pediatric Nursing Department, College of Nursing, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia.
PeerJ
|October 14, 2024
概括
护理教育中的虚拟模拟显著增强了批判性思维和自我指导的学习. 这项研究证实了护理学生的虚拟模拟,批判性思维和自我学习能力之间的积极关联.
科学领域:
- 护理教育 护理教育
- 健康 职业 教育 教育 专业
- 在医疗保健中的模拟.
背景情况:
- 虚拟模拟被认为是护理教育中有效的工具.
- 以前的研究表明,虚拟模拟与提高批判性思维和自我学习技能之间存在潜在联系.
- 需要进一步的证据来证实这种关联.
研究的目的:
- 为了评估虚拟模拟和护理学生的批判性思维倾向之间的关系.
- 评估虚拟模拟与护理学生自主学习能力之间的关联.
主要方法:
- 进行了一项描述性相关性,非实验性研究.
- 沙特阿拉伯201名三年级和四年级护理学生参加了.
- 数据是通过在线调查问卷收集的,并使用SPSS进行分析.
主要成果:
- 虚拟模拟对护理学生的批判性思维和自主学习产生了积极的影响.
- 在虚拟模拟和批判性思维倾向之间发现了显著的积极关系 (r=0.65,p=0.03).
- 在虚拟模拟和自主学习 (r=0.78,p=0.004) 之间以及在批判性思维和自主学习 (r=0.72,p=0.01) 之间观察到强烈的积极关系.
结论:
- 虚拟模拟与护理学生的增强批判性思维和自我指导学习有很大关系.
- 虚拟模拟的使用鼓励护理学生积极参与批判性思维和问题解决.
- 虚拟模拟是培养基本护理能力的宝贵教学策略.
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