相关实验视频
混合学科"模拟整合精神和身体健康学习" (SMIPL):对学生体验和学习的定性研究
Roupmatee Joggyah1, Lucy Tyler1
1Lecturer in Nursing Education, Faculty of Nursing, Midwifery & Palliative Care, King's College London, 57 Waterloo Road, London, SE1 8WA.
Nurse education today
|January 28, 2025
概括
混合专业护理学生通过高准确度模拟提高了管理患者的知识和信心. 跨专业的协作和模拟设计元素显著影响了他们的学习体验.
科学领域:
- 护理教育 护理教育
- 医疗保健模拟器 医疗保健模拟器
- 伴发病性疾病管理
背景情况:
- 同病性身体和精神健康状况对患者和医疗保健系统构成重大挑战.
- 护士往往缺乏足够的培训和综合护理模式,以有效地管理患有并发症的患者.
- 基于模拟的学习提供了一种有希望的方法来提高医疗保健提供者的技能,以管理复杂的健康需求.
研究的目的:
- 为了探索护理学生在混合专业的经验,专注于并发症护理的高保真模拟.
- 识别模拟中的增强或阻碍学生参与和学习的因素.
主要方法:
- 一个探索性的定性研究,利用启发性评估.
- 与18名本科护理学生 (心理健康和成人专业) 聚焦小组.
- 关于新的综合模拟体验的半结构化讨论的主题分析.
主要成果:
- 学生报告说,在管理伴随疾病方面,知识,信心和评估技能增加了.
- 同行学习,观察,讨论和跨学科的工作受到高度重视.
- 模拟功能,如小组规模和真实性影响了学生的参与.
结论:
- 在模拟中跨护理专业的协作学习有效地使学生的学习与结果保持一致.
- 基于模拟的跨专业教育可以增强复杂,多因素健康状况的管理.
- 教师应该考虑模拟在多样化和复杂的患者护理场景培训.
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