新生儿护士执业学生的逃生游戏:时间在你的身边吗?
Colleen Reilly Moss1, Helen Nation, Eric Hall
1Author Affiliations: Vanderbilt University School of Nursing, Nashville, Tennessee (Drs Moss, Nation, and Hall); Monroe Carell Jr Children's Hospital at Vanderbilt, Nashville, Tennessee (Drs Moss and Nation).
Nurse educator
|March 11, 2025
概括
新生儿逃生游戏有效地让学生将教学材料应用于临床场景,提高信心和学习. 这种积极学习策略在实践之前提高了临床推理技能.
科学领域:
- 医学教育 医学教育
- 积极学习策略 积极学习策略
- 基于模拟的学习
背景情况:
- 积极学习策略得到了文献的支持,以便将其纳入医学课程.
- 传统的教学讲座可能无法充分为学生做好临床应用的准备.
研究的目的:
- 要突出一种创新的方法,使用新生儿逃生游戏来吸引学生.
- 促进教学讲座材料在临床管理场景中的应用.
主要方法:
- 设计了一个基于案例的逃生游戏,需要对实验室值和评估结果进行批判性评估.
- 学生在20分钟的时间限制内进行计算,以解决线索.
- 调查前后评估了与临床推理相关的信心变化.
主要成果:
- 在四支球队中,有三支球队在限时内成功完成了逃生游戏.
- 模拟后的调查表明学生的信心增加,模拟有效性工具修改 (SET-M) 得分显示有所改善.
- 在课程内容理解方面观察到一个统计学上显著的18.15%的增长 (P <.05).
结论:
- 其他学习活动,如逃生游戏,增强教学材料的应用.
- 这种方法通过在模拟环境中加强学到的概念,为学生准备进入临床实践.
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