病案情景模拟考核在护理学基础实践课中的应用

实验考试是检查实验教学质量和学生掌握实验技能的重要手段,在《护理学基础》实践课中采取病案情景模拟的考核方法,教师设置病案,学生模拟临床情境,通过角色扮演的形式,完成所要进行的操作项目。通过自行设计的问卷调查表明,此种考核方法能够提高学生的评判性思维能力、沟通能力等综和素质,并加深教师和学生对考试改革的认识。     

《护理学基础》技能客观结构化临床考核站点构建的研究

目的构建《护理学基础》技能客观结构化临床考核站点。方法应用Delphi法对来自护理教育、护理管理及临床护理领域的21位专家进行了两轮咨询。结果确定了包括标准化病人和非标准化病人2项一级条目、5项二级条目、51项三级条目的《护理学基础》技能客观结构化临床考核站点。结论专家咨询所构建的《护理学基础》技能客观结构化临床考核站点科学、可靠,可作为客观结构化临床考核应用于《护理学基础》技能考核时的站点设置依据。     

内科护理学技能考核改革初探

目的 探索适合内科护理学技能考核的新方法,促进学生临床能力的提高.方法 结合客观结构化临床考试方法和合作学习模式,采用模拟情境小组考核法,对117名护理专业学生的临床护理技能进行考核,并调查其效果.结果 99名(84.6%)学生考核成绩在中等以上;回收的107份有效问卷中,大多数学生认为考核有利于各项临床能力的提高.结论 该考核方法促进了理论与实践的结合,密切了师生联系,有助于学生临床综合能力的提高.     

情境模拟教学法在护理本科生综合实训中的应用研究

目的探讨情境模拟教学法在护理本科生综合实训中的应用方法及效果。方法选择46名3年级护理本科生,在其护理综合实训教学中应用情境模拟教学法,以《最佳模拟实践标准:模拟设计》作为理论指导,设置了20例病例的临床情境,内容涉及急救、入院评估、护理查房、出院宣教、护理文书书写5个方面。选取20名标准化病人培训后参与情境模拟教学。实训后,采用客观结构化临床考试对学生进行考核,用自设问卷了解学生对教学效果的评价。结果学生客观结构化临床考试成绩为(86.03±2.63)分,对情境模拟教学效果总体满意度为82.61%。结论将情境模拟教学法运用于护理综合实训,有利于提高护理本科生综合技能和临床思维水平。     

临床综合模拟情境讨论与实践相结合的教学研究

对护理本科2005级、2006级《护理学基础》课程中开展临床综合模拟情境讨论与实践的教学研究。调查问卷结果显示，学生对于此项教学活动的效果和组织实施情况反馈较好。此外，还对临床综合模拟情境讨论与实践教学的优越性以及应注意的三个环节进行了讨论。     

教师标准化病人教学法在5年制高职《护理学基础》教学中的应用

目的：探索教师标准化病人教学法在5年制高职教育学生《护理学基础》课程教学中的应用及效果。方法整群抽取2015级护理5年制高职1班、2班学生,按照摸球法,1班52名学生为教师标准化病人教学组,2班50名学生为传统教学组。课程结束后2组学生进行临床护理情景模拟综合考核,评价教学效果。结果教师标准化病人教学组总成绩为（84.65±7.57）分,护理技能操作成绩为（52.88±5.16）分,与传统教学组比较,差异均有统计学意义（P＜0.05）。护理问题、护理措施笔试成绩2组比较,差异无统计学意义（P＞0.05）。结论教师标准化病人可以培养学生全面观察和综合分析病情,灵活运用护理知识和技能、能科学正确地实施护理技能操作等临床工作能力。     

《护理学基础》教学中患者安全教学策略的实践研究

目的了解《护理学基础》教学中患者安全教学策略对本科护生患者安全的态度和技能水平的影响。方法便利抽样法选择某校2012级41名护理本科学生为研究对象,从《护理学基础》的理论课型、实验课型和临床实习课型着手,制定适合的教学方法,应用患者安全教学策略,以自制的护生患者安全管理态度、知识和技能调查问卷,分别于患者安全策略教学实施前、《护理学基础》教学中期、患者安全策略教学实施结束后测评。结果实施患者安全教学策略后,学生的态度和技能总分、态度模块中的"医护人员在患者安全中的作用"维度,以及技能模块得分均显著提高,差异有统计学意义(P0.05)。结论在《护理学基础》教学过程中实施患者安全教学策略,有利于学生对患者安全知识的掌握和综合能力的提高。     

护生基础护理决策技能综合训练系统的研制

目的 研制护生基础护理决策技能综合训练系统并评价其应用效果.方法 确定基础护理决策技能项目、内涵、训练等级要求,以护理临床决策理论的提出问题、确定目标、决断方案、实施方案和评价反馈五大步骤为基础,设计及编撰模拟情境训练案例,合成训练系统软件,并在28名护理本科生《护理学基础》课程教学中试用.结果 问卷调查显示护生普遍喜欢综合训练系统这种学习方式,认为这种学习方式很有趣味性、挑战性和实用性,调动了护生学习的积极性,增加了护生的参与度,有利于护生将理论知识综合运用到实践中,培养学员解决临床问题的能力及临床判断和临床决策能力.对问卷开放式问题的结果分析显示,护生认为综合训练系统可以帮助她们把握知识重点、测试和巩固知识掌握情况、做到知识的融会贯通;利于理论与实践的结合;利于基础护理技能、团队合作、自主学习、处理临床问题和综合能力等的培养.结论 综合训练系统有利于帮助护生熟悉未来工作情境,培养护生解决临床问题的能力,提高护生的临床决策能力,可在《护理学基础》相关课程教学及临床护士培训中推广应用.     

高职高专《护理学基础》理论与技能考核方法的现状与改革方向

长期以来,如何结合高职高专教育的特点恰当安排理论与技能考核来提高护生《护理学基础》教学效果,一直为护理教育工作者们所研究探讨的内容。本文将目前国内《护理学基础》理论与技能考核方法进行总结,在此基础上提出改革路线,合理增加见习实习期间的教学,从而提高护生《护理学基础》综合成绩的覆盖范围。     

标准化病人在《护理学基础》教学中的应用研究进展

正《护理学基础》是护理专业的核心课程,以基本知识、基本理论、基本技能为基础,其中护理技能是各专科护理的基础,也是临床护理工作的重点。随着护理工作模式的改变,学校不仅要注重培养学生护理技能操作能力,还应注重患者的心理,重视与患者的交流沟通,体现对患者的人文关怀。但是传统的护理教学模式,特别是护理技能操作,是以模拟人为操作对象,忽视了对于上述方面的教育。目前,国内已有多数院校将标准化病人(SP)运用于医护教学和考核中,本文目的是     

Using standardized patients in enhancing undergraduate students' learning experience in mental health nursing

BackgroundConducting mental status examination and suicide risk assessment is an important skill required of nurses when they are in the clinical setting. With nursing students often expressing the anxiety and lack of confidence in doing so, the use of standardized patients provide an excellent opportunity to practice and become proficient with this skill in a simulated environment.ObjectivesTo explore the learning experience of undergraduate nursing students using standardized patients while practising their mental status examination and suicide risk assessment skills in mental health nursing module.DesignA pre- and post-test, single group quasi experimental design was used in this study. A standard didactic tutorial session and a standardized patient session was conducted to evaluate the learning experience of undergraduate nursing students learning mental status examination and suicide risk assessment. Outcome measures for this study include Student Satisfaction and Self-Confidence in learning scale.Qualitative comments in the form of open-ended questions were also collected in this study.SettingsA University offering nursing program from undergraduate to postgraduate level.ParticipantsA convenience sample of Year 2 undergraduate nursing students undertaking the mental health nursing module was included in this study.ResultsThe use of standardized patient session had significantly increased students' satisfaction and confidence level before they are posted to a mental health setting for their clinical attachment. There was a significant difference on students' self-confidence level for those who have taken care of a patient with mental illness after adjusting for pre-test on score in learning. Qualitative feedback obtained from students showed a positive outlook towards the use of standardized patient as an effective tool in augmenting didactic learning into practical skills.ConclusionsUsing standardized patient in mental health nursing education enhanced the integration of didactic content into clinical setting allowing students to practice their assessment skills learned in classroom and transfer it to the clinical area. The benefits of using standardized patient include allowing students to practice their communication skills and improving their confidence level in conducting mental status examination and suicide risk assessment by reducing anxiety as compared with traditional classroom and textbook-based pedagogy.     

简化OSCE考核与护理技能大赛结合对提高护生临床综合护理能力的影响

目的 探讨简化OSCE考核模式与护理技能大赛结合对提高护生临床综合护理能力的影响.方法 选取2013、2014级参加护理技能大赛的学生24人为研究对象,采用简化OSCE考核模式进行考核,并进行OSCE考核模式的问卷调查.结果 对采用简化OSCE考核方法,学生表示同意及基本同意的分别占37.50%和62.50%,表明大多数学生能够接受这种考核方式.认为OSCE能提高护理操作技能的占66.67%,提高沟通交流能力的占45.83%,能够提高评判性思维能力的占41.67%,认为应将 OSCE 考核推广到其他护理课程的占66.67%.结论 简化OSCE考核模式与护理技能大赛相结合能够提高护生临床综合护理能力.     

Evaluation of undergraduate students using Objective Structured Clinical Evaluation

This study proposed to develop an Objective Structured Clinical Evaluation (OSCE) for senior undergraduate nursing students. This evaluation process uses a simulated and standardized format to measure synthesis of knowledge and clinical skills. The benefit of OSCE is that it provides a formative evaluation for both students and the educational institute. The study included developing case studies, identifying or developing assessment tools, hiring and training standardized patients, obtaining a testing site, and analyzing data. A total of 49 students were assessed on three of six patient simulation stations and one of two nonpatient stationary stations. Both formative and summative evalu-     

Demonstration of caring and motivational interviewing in online simulation: A cross-sectional observational study

AimThe purpose of this paper is to describe an innovative educational approach for pre-licensure nursing students to learn and practice motivational interviewing skills in a telehealth simulation with standardized patients portraying pregnant women with substance use disorder.BackgroundGiven the ongoing need for online delivery of both nursing education and clinical practice, providers must continue to find approaches to facilitate the provision of empathetic and personalized care to achieve optimal patient outcomes. Motivational interviewing integrates a person-centered approach with specific communication strategies to encourage and support patients' commitment to change. Motivational interviewing skills can be implemented across a wide variety of patient situations, including mental health and primary nursing care.DesignThe study followed a pre-/post-test cross-sectional observational design.MethodsAfter completing an online training course to learn motivational interviewing skills, students participated in an online simulation with a standardized patient portraying a woman with substance use disorder during pregnancy. Prior to the simulation, students completed the Caring Behaviors Inventory-24 and the Opening Minds Scale for Health Care Providers. After the simulation, students and standardized patients completed the Simulated Clinical Interview Rating Scale and a 5-item version of the Caring Behaviors Inventory-6.ResultsOf the 252 students in the course, 85 (34%) participated in the study. Twenty-six student participants completed both pre- and post-simulation questionnaires; 40 completed only pre-simulation questionnaires; and 19 completed only post-simulation questionnaires. Prior to the simulated patient encounter, students rated themselves most favorably on ability to demonstrate assurance behaviors. After the training and simulation, students and standardized patients reported successful student demonstration of motivational interviewing skills and caring behaviors consistent with fundamental therapeutic communication and motivational interviewing knowledge. There was no statistically significant difference between self-reported student performance and the standardized patients’ observations.ConclusionsStudents attained and applied motivational skills and demonstrated caring behaviors in a virtual setting with standardized patients.     

Using standardized patients in advanced practice nursing education.

Standardized patient encounters, a pedagogic approach to helping students develop appropriate clinical skills, are widely used in medical education and are being adopted by advanced practice nursing programs. Two types, simulated clinical encounters, in which students complete an episodic or comprehensive visit, and objective structured clinical experiences, multiple stations each presenting a different clinical problem, are used for formative and summative evaluation. Graduating adult and pediatric nurse practitioner students (N = 26) completed a simulated clinical encounter for an episodic visit. Students' performance on the simulated clinical encounter did not reflect their performance on other clinical evaluation measures or their performance on national certifying examinations. This one-time simulated clinical encounter was shown to lack the necessary reliability and validity to appropriately evaluate the clinical skills of nurse practitioner students. Videotaped, simulated patient encounters are useful, however as formative learning experiences. This reinforced our position that multiple site visits by faculty to students and their preceptors at all their clinical sites are necessary to accurately evaluate students' clinical performance.     

基于问题的学习和情景模拟教学法在成人护理学教学中的应用

目的为提高护理专业学生的护理核心胜任力,探讨将基于问题的学习(PBL)和情景模拟教学法联合应用于成人护理学综合性课程的效果。方法在成人护理学教学中,对2008级31名本科学生运用PBL-情景模拟联合教学法进行教学。问卷调查本组学生对PBL教学和情景模拟教学的评价,并将其综合能力考试成绩与采用传统教学方法并经过1年临床实习的2007级学生的成绩比较。结果该教学法提高了学生的学习积极性和综合护理技能,2008级学生未进行临床实习时的综合能力考试得分与2007级经过1年临床实习的学生的成绩比较差异无统计学意义(P>0.05)。结论 PBL-情景模拟教学法的联合应用为学校教学提高学生的综合护理能力提供了途径。     

中专实习护生护理技能三维培训方法初探

目的:探讨对中专实习护生护理技能教学中采用三维培训方法的效果。方法:对我院2012年中专实习护生按照老师规范带教、学生自查自纠、模拟临床环境,加强沟通交流3个方面进行实习前护理基础技能三维培训。培训前后进行护理技能和临床综合能力考试,并与2011年实习护生考核指标进行比较。结果:实施护理技能三维培训后,2012年护生考试成绩较2011年护生考试成绩明显提高(P0.05)。结论:护理技能三维培训方法改变了传统的灌输式、机械式的模式,使护生进入临床实习阶段将能更快地融入临床护理工作中,提高了护生临床工作适应能力。     

Use of human patient simulation in an undergraduate critical care course

Human patient simulation provides students with experiences and skills they might not otherwise encounter in a clinical rotation. It also offers an experience during which the time is suspended, thus affording students time to think critically, make decisions, and act, as opposed to the fast-paced hospital environment where students may have neither a clear picture of the situation nor adequate time to act. This article presents the design of a simulation center within a school of nursing along with several areas of considerations for successful implementation of the laboratory. A simulation scenario focusing on the acute coronary syndrome used during a final semester critical care nursing course is described and student evaluation of the experience analyzed. The evaluation includes student assessment of the simulation process for the development of necessary patient care skills and the ability to test decision-making and critical thinking skills. The experience with the initial integration of simulation into the nursing curriculum is discussed, inclusive of opportunities for improvement.     

Effects of peer review on communication skills and learning motivation among nursing students

The purpose of this study was to investigate the effects of video-based peer review on communication skills and learning motivation among nursing students. A non-equivalent control with pretest-posttest design was used. The participants were 47 sophomore nursing students taking a fundamentals of nursing course at a nursing college in Korea. Communication with a standardized patient was videotaped for evaluation. The intervention group used peer reviews to evaluate the videotaped performance; a small group of four students watched the videotape of each student and then provided feedback. The control group assessed themselves alone after watching their own videos. Communication skills and learning motivation were measured. The intervention group showed significantly higher communication skills and learning motivation after the intervention than did the control group. The findings suggest that peer review is an effective learning method for nursing students to improve their communication skills and increase their motivation to learn.