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模拟场景中评估者存在对基本生命支持的影响:一项随机研究
Ana Carolina Carraro Tony1, Marcos Paulo Schlinz E Silva1, André Luiz Silva Alvim1
1Universidade Federal de Juiz de Fora (UFJF). Faculdade de Enfermagem. Juiz de Fora, Minas Gerais, Brasil.
Revista gaucha de enfermagem
|August 6, 2025
概括
护理学生在接受教育干预后保留了理论知识和基本生命支持技能,不管评估者是可见的还是隐藏的. 这表明评估员的存在不会影响模拟场景中的学习成果.
科学领域:
- 医学教育 医学教育
- 护理模拟器护理模拟器
- 临床技能培训 临床技能培训
背景情况:
- 有效的基本生命支持 (BLS) 培训对护理学生至关重要.
- 评估评估方法对学习成果的影响对于教育设计很重要.
研究的目的:
- 评估教育干预对护理学生理论知识和BLS技能的影响.
- 调查评估人员的直接或间接存在是否会在模拟的临床场景中影响技能获得.
主要方法:
- 一项随机临床试验,涉及68名第四年级护理学生.
- 有两个组:实验组 (隐藏的评估者) 和对照组 (可见的评估者).
- 干预前后的理论测试和BLS技能评估.
主要成果:
- 两组患者在干预后的理论知识显著改善 (p<0.001).
- 两组之间没有观察到BLS技能的显著差异 (p=0.455).
结论:
- 教育干预措施有效地提高护理学生的理论知识.
- 可见评估员的存在或不存在不会显著改变在模拟环境中保留BLS技能.
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