儿科护理学生在高保真模拟和基于问题的学习课程之后的实践经验
Sadeg Aldolaim1, Latifa Abdullah Aldossary2, Ibtihal Abdulhadial Almomin2
1Fundamentals of Nursing Department, College of Nursing, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia. staldolaim@iau.edu.sa.
BMC nursing
|August 14, 2025
概括
高保真模拟 (HFS) 和基于问题的学习 (PBL) 提高儿科护理学生的临床信心和技能. 然而,将这些技能应用于现实世界的情感儿科环境仍然存在挑战,这凸显了改善课程设计和合作的必要性.
科学领域:
- 护理教育 护理教育
- 儿科护理 儿科护理
- 医疗模拟 医疗模拟
背景情况:
- 对于护理学生来说,向临床实践过渡是一个挑战,特别是在儿科.
- 高保真模拟 (HFS) 和基于问题的学习 (PBL) 为在安全环境中培养技能提供了创新的解决方案.
研究的目的:
- 探索使用HFS和PBL的小儿护理学生最后一年的实践经验.
- 了解这些方法对临床能力和实践过渡的影响.
主要方法:
- 采用半结构面试与小儿护理学生最后一年的定性研究.
- 使用穆斯塔卡斯的超越现象学方法分析数据.
- 该研究遵守了COREQ的透明度和严格性指南.
主要成果:
- 出现了四个主题:HFS/PBL的好处 (增强信心,决策,技能),整合性学习 (理论与实践的联系),将技能应用于真实孩子的挑战,以及合作的必要性.
- 学生们报告说,临床信心增加,对理论与实践的整合有了更好的理解.
- 人们担心在情绪苛刻的儿科情况下应用模拟技能,以及需要更广泛的临床暴露.
结论:
- HFS和PBL有效地为儿童临床实践准备护理学生,培养能力和同情心.
- 需要改进的领域包括增强模拟现实性,促进教师,并纳入文化响应式沟通.
- 建议包括故意课程设计,教师发展和基于体验式学习理论的跨学科学习机会.
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