在高保真模拟教育中,本科护理学生的个性和学习效率
Lebing Yu1, Sandy Pin Pin Choi2, Samantha Dix1
1Monash Nursing and Midwifery, Monash University, 47-49 Moorooduc Highway, Frankston, VIC 3199, Australia.
Nurse education in practice
|April 8, 2025
概括
本科护理学生的个性特征与高保真模拟效率没有显著的相关性. 然而,与模拟资源相关的认真以及先前的护理经验影响了学习成果.
科学领域:
- 护理教育 护理教育
- 医疗模拟 医疗模拟
- 心理学 心理学 心理学
背景情况:
- 高准确度模拟在护理教育中至关重要,但学习结果受到多种因素的影响.
- 人格特征,包括学习和行为模式,是模拟学习有效性的潜在影响因素.
研究的目的:
- 调查在接受高保真模拟的本科护理学生的个性特征和学习效率之间的关系.
- 确定可能影响护理教育中基于模拟的学习成果的个性因素.
主要方法:
- 一项描述性相关研究,涉及68名本科末年级护理学生.
- 使用神经性-外向性-开放性五因素清单3 (NEO-FFI-3) 来评估人格特征.
- 采用模拟学习有效性库存 (SLEI) 来衡量学习有效性.
主要成果:
- 没有发现五个主要人格特征与整体模拟学习效率之间有显著的直接相关性.
- 在良心和SLEI的"资源"子规模 (r=0.248,p=0.04) 之间观察到正相关性.
- 学生以前的护理工作经验与他们在高保真模拟中的学习效率有显著的关联. 学生在和性方面得分最高,在神经性方面得分最低.
结论:
- 虽然人格特征可能无法直接预测模拟学习的有效性,但了解它们可以为模拟设计提供最佳实践信息.
- 高保真模拟的实施应考虑学生现有的护理工作经验,以优化学习成果.
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