基于仿真医疗情景下的开放式综合性护理技能训练实验

目前我国护理服务市场正向多层次、多形态发展，对护理人员的临床综合技能提出了更高的要求。为提高护生综合素质能力，在我校护生中开展了仿真医疗情景下的开放式综合性护理技能训练实验。运用生理驱动模拟系统，为学生创造仿真的病例情景；采用开放式的实验教学模式，倡导以学生为实验教学主体的综合性护理技能训练。通过尖端模拟技术和实验教学改革的创新性结合，锻炼学生的临床思维、应急处理、实践操作等综合技能，现报道如下。     

仿真综合实验在基础护理教学中的应用

目的探讨在基础护理实验课教学中开展仿真综合性实验的意义及可行性。方法对116名护理本科生采用ECS-综合实验模型人实行仿真情景下的综合实验教学,自行设计问卷调查学生对实验课的评价。结果92％的学生认为能加强理论与实践的联系,88％。93％的学生认为能提高自身综合素质,97％的学生认为此形式值得推广应用。结论仿真情景下运用ECS综合实验模型人进行基础护理实验教学,能提高学生临床综合技能水平,缩短学校教育与临床实践之间的距离。     

护理综合实验教学的实践

探讨护理实验教学中开展护理综合设计实验的可行性,建立“护理基础技能操作训练—模拟综合实验—临床实习、毕业综合能力考核”的教学模式。认为该模式适应护理实验教学改革需求,有助于循序渐进培养学生综合分析能力,强化学生知识运用,并对建立高水平的师资队伍有重要意义。     

综合性、设计性实验课程在护理实验教学中的应用体会

目的:探讨综合性、设计性实验课程的建立并评价其在护理实验教学中应用的教学效果。方法:将85名护理本科生随机分为实验组42名,对照组43名。对照组采用传统教学方法,实验组采用综合性、设计性实验课程。在学期末对学生的理论能力和实践能力进行评价。结果:实验组期末技能考试优良率明显高于对照组。结论:综合性、设计性实验课程在护理实验教学中应用能提高学生的学习效果,培养学生的综合素质。     

护理实验教学中综合性、设计性实验应用研究

目的在护理实验教学中应用并评价综合性、设计性实验课程的教学效果。方法选取护理本科生97人,实验组48人,对照组49人。对照组采用传统教学方法,实验组采用综合性、设计性实验课程。在学期末对学生的理论能力和实践能力进行评价。结果实验组学生技能考试优良率明显高于对照组。结论综合性、设计性实验课程在护理实验教学中能够显著提高学生的学习效果。     

仿真模拟教学在内科护理综合实验中的应用

通过在内科护理综合实验中模拟护理的全过程,探讨仿真模拟教学在护理综合实验中的设计与应用方法.认为此教学方法可提高学生的自主学习能力、对知识的综合运用能力,学生护理经验的积累和护理思维的成熟有重要的影响,并有利于提高教师的教学水平.     

护理本科机能学实验中融入护理程序的尝试

为了提高护理本科机能学实验教学质量,针对学生的专业特点,结合机能学实验与临床情景独特的相似性,在保留必要的基本技能训练的基础上,设计了能运用护理程序的综合实验项目,以典型的疾病模型为基础,模拟灾难现场常见的病例,按照评估、做出护理诊断、制订护理方案、实施方案、根据治疗后各指标变化做出综合评价等环节进行教学。此教学方法有利于护理本科生综合能力的提高,为学生后续的专业课程、毕业后的临床和科研工作打下良好基础。     

综合性设计实验在《护理学基础》教学中的应用

实验教学对培养护理学专业学生实践能力具有重要意义。通过总结护理实践教学中存在的问题,尝试进行综合性设计实验教学,旨在培养学生主动学习的兴趣与能力,提高学生解决实际问题的能力,培养学生的团结协作意识,提高学生综合能力以适应新形势下对护理学专业人才的要求。     

综合实验在手术室护理实验教学中的应用

[目的]探讨综合实验在手术室护理实验教学中的应用效果,以期为护理专业临床课程的实验教学提供借鉴.[方法]用整群抽样方法抽取2007级护理大专1班和2班共106名学生为实验组,3班和4班共102名学生为对照组,实验组采用综合实验教学法,对照组采用传统实验教学法.课程结束后对两组学生进行单项操作和综合性操作考核及相关理论考核,并对两组学生进行问卷调查.[结果]两组学生单项操作考核成绩差异无统计学意义、综合操作考核成绩差异有统计学意义;相关理论考试成绩比较,差异有统计学意义;问卷调查结果显示,大部分学生认为通过综合实验提高了学习兴趣、语言表达能力和沟通能力以及分析问题、解决问题的能力.[结论]综合实验教学将单一的实验操作训练和培养学生的综合能力有机结合,充分突出了以学生为主体、以教师为主导的教学理念,有助于学生全面而系统地掌握手术室常用基本护理技能,是提高学生综合素质的有效教学方法.     

综合模拟人在急救护理学教学中的应用

目的探讨利用SimMan综合模拟人在《急救护理学》教学中开展群体配合实验的教学效果。方法选择同届两个班护理本科学生分为实验组（50名）和对照组（50名）。实验组在传统教学基础上应用SimMan综合模拟人开展综合实验，对照组按传统法教学。结果实验组学生认为该形式提高了他们综合急救能力，培养了急救意识和创新能办；实验组学生理论和操作技能考试成绩均好于对照组，差异有统计学意义。结论利用高科技技术SimMan模型改革实验教学形式，根据临床仿真情景设计急救病例进行演练，能大大提高学生的综合急救技能。     

The pedagogical ebb and flow of human patient simulation: empowering through a process of fading support

The use of the high-fidelity human patient simulator (HPS)-based clinical scenario in undergraduate nursing education is a powerful learning tool, well suited to modern nursing students' preference for immersive construction of knowledge through the provision of contextually rich reality-based practice and social discourse. The purpose of this study was to explore the social-psychological processes that occur within HPS-based clinical scenarios. Grounded theory method was used to study students and faculty sampled from a Western Canadian baccalaureate nursing program. The process of leveled coding generated a substantive theory that has the potential to enable educators to empower students through the use of fading support, a twofold process composed of adaptive scaffolding and dynamic assessment that challenges students to realistically self-regulate and transform their frame of reference for nursing practice, while limiting the threats that traditional HPS-based curriculum can impose.     

The effects of training with simulation on knowledge,skill and anxiety levels of the nursing students in terms of cardiac auscultation: A randomized controlled study

BackgroundThe use of simulation methods in nursing education is important in terms of decreasing anxiety of students in a safe and realistic environment due to the improvement of knowledge and skills of students in terms of cardiac auscultation and their attitudes to prepare for clinical applications.ObjectivesThe aim of this study is to compare the effectiveness of high-fidelity simulator and traditional teaching method on nursing students' knowledge and skill development in terms of cardiac auscultation and their anxiety levels.DesignRandomized controlled study.SettingThe study was conducted in the simulation laboratory of the Nursing Department in the Health College and in the inpatient clinics of the Medicine Faculty Hospital.Participants72 first-year nursing students (simulation group = 36, control group = 36).MethodsThe students were randomly distributed to the simulation and control groups. The students in the simulation group received a cardiac auscultation training by using a high-fidelity simulator while the students in the control group received training with the traditional teaching method. After the training sessions, all students practiced their skills in the laboratory and on real patients in clinical setting under the supervision of the researcher. The data were collected by using the Demographic Information Form, Knowledge Assessment Form for Cardiac Auscultation, Skill Evaluation Form for Cardiac Auscultation and State Anxiety Inventory (SAI).ResultsHigh-fidelity simulators and traditional teaching method were found to be effective in increasing the students' knowledge and skill levels in terms of cardiac auscultation. However, it was found that the high-fidelity simulator method was more effective than the traditional teaching method to increase the students' knowledge (p = 0.001) and skill (p < 0.001) levels; this increase was significant. In addition, it was found that the students in the high-fidelity simulator group showed a significant decrease in anxiety scores compared to the students who were trained with traditional education method (p < 0.001).ConclusionsThe results showed that the use of high-fidelity simulator in nursing education was more effective than traditional method in terms of improving the students' knowledge, skill levels for cardiac auscultation and reducing their anxiety.     

Comparative study of baccalaureate nursing student self-efficacy before and after simulation

Evaluation of learning and the development of prelicensure nursing education include an exploration of new teaching models and techniques for student learning assessment. The utilization of high-fidelity human simulation in nursing provides nursing faculty and students the opportunity to expand the boundaries of conventional learning from an instructional paradigm to a blending of modalities that enrich the student experience and provide an avenue for self-determined learning. The inception of computer-generated high-fidelity human simulation technology into the undergraduate nursing curriculum generated this correlation study, which examined two separate groups of senior baccalaureate nursing students' reported self-efficacy for providing family-centered care. This research examined each group of students' reported self-efficacy on the first day of the pediatric semester before and after simulation and on the last day of the pediatric semester before and after simulation. In addition, the relationship between two senior baccalaureate nursing student groups' reported self-efficacy at four data points was examined. The concluding data identified that senior baccalaureate nursing students have unrealistic self-assessments of their clinical knowledge and nursing performance capabilities before simulation scenario participation. The perceived ability of undergraduate students to self-identify their previously acquired knowledge and transferable clinical reasoning to family-centered situations is inaccurate. Human simulators are an effective teaching and learning modality in measuring factors that affect student outcomes.     

急救护理在严重创伤失血性休克患者中的应用体会

目的探讨急救护理在严重创伤失血性休克患者中的应用效果。方法选取2018年7月至2019年1月本院收治的20例严重创伤失血性休克患者为研究对象,回顾性分析其急救处理方法及效果。结果 20例严重创伤失血性休克患者经过有效急救护理后,好转18例、无变化1例、恶化1例,其中19例患者的失血性休克得到有效纠正,18例血压、心率恢复正常已康复出院,1例因创伤严重实质性脏器破裂性出血而死亡。本组患者的临床好转率为90.0%。结论对创伤失血性休克患者要采取迅速、及时、有效的急救措施,有助于提高临床救治成功率,降低死亡率。     

Critical care training: using Twitter as a teaching tool

In 2010, the Joint Information Systems Committee (JISC) funded a project to explore the usefulness of Twitter as a teaching tool. The project, which was based at the Clinical Simulation Centre at the University of Glamorgan, involved the creation of four short, videoed clinical scenarios and used a high-fidelity mannequin-based simulator. A group of twelve learners on a BSc Critical Care course accessed these videos asynchronously and were encouraged to 'tweet' very short messages on the evolving condition of the patient in the videos, on key clinical decision points or respond to specific questions posted by the tutors. Another group of learners on a pre-registration nursing course used Twitter in a synchronous, face-to-face classroom environment and also tweeted their responses to the videos. The overall aim of the project was to explore the merits, or otherwise, of Twitter as a tool to scaffold learning and engage nursing students in reflection and clinical decision making.     

Criteria used for patient selection for nursing students' hospital clinical experience

This study investigated the criteria used by nurse educators when selecting patients for students' hospital clinical experience. Criteria were defined as individual elements or characteristics considered when selecting patients. Factors were defined as broad categories of related criteria. The sample consisted of 54 nurse educators from college and university nursing programs. A researcher-developed questionnaire was used. The three most important criteria for patient selection were: students' individual learning needs, patients' nursing care needs, and matching patients' needs with students' learning needs. One-way ANOVA was performed on the factors by subjects' demographic variables. Teacher-student clinical ratio, program in which teaching, and age most influenced the factors considered (p less than .05).     

The use of human patient simulators: best practices with novice nursing students

Only recently have nursing educators begun to consider the enormous implications of using high-fidelity human patient simulation in general nursing education. As a first step in exploring the potential of this new technology with novice nursing students, faculty conducted a quantitative and qualitative analysis of students' reactions to a simulation. In addition, from the analysis and the review of literature, the faculty identified specific best practices for using this educational methodology with novice nursing students.     

综合模拟人在仿真教学中的应用

在护理专业学生进入临床实习前,应用多媒体结SimMan综合模拟人系统进行教学.通过SimMan合模拟人模拟各种病理生理改变,各种症状体征,根据临床教学需要进行设置,教师运用传输系统模拟患者的各种可能反应及可能出现的意外情况.及时和学生进行交流,能够让学生真实地体会到临床中的各种病例,理论联系实际,有效地提高了学生的临床思维能力及临床综合操作水平,为其下一步进入医院实习打下良好的基础.     

The effects of using high-fidelity simulators and standardized patients on the thorax,lung, and cardiac examination skills of undergraduate nursing students

BackgroundExisting research literature indicates that the use of various simulation techniques in the training of physical examination skills develops students' cognitive and psychomotor abilities in a realistic learning environment while improving patient safety.ObjectivesThe study aimed to compare the effects of the use of a high-fidelity simulator and standardized patients on the knowledge and skills of students conducting thorax-lungs and cardiac examinations, and to explore the students' views and learning experiences.DesignA mixed-method explanatory sequential design.SettingsThe study was conducted in the Simulation Laboratory of a Nursing School, the Training Center at the Faculty of Medicine, and in the inpatient clinics of the Education and Research Hospital.ParticipantsFifty-two fourth-year nursing students.MethodsStudents were randomly assigned to Group I and Group II. The students in Group 1 attended the thorax-lungs and cardiac examination training using a high-fidelity simulator, while the students in Group 2 using standardized patients. After the training sessions, all students practiced their skills on real patients in the clinical setting under the supervision of the investigator.ResultsKnowledge and performance scores of all students increased following the simulation activities; however, the students that worked with standardized patients achieved significantly higher knowledge scores than those that worked with the high-fidelity simulator; however, there was no significant difference in performance scores between the groups. The mean performance scores of students on real patients were significantly higher compared to the post-simulation assessment scores (p < 0.001).ConclusionsResults of this study revealed that use of standardized patients was more effective than the use of a high-fidelity simulator in increasing the knowledge scores of students on thorax-lungs and cardiac examinations; however, practice on real patients increased performance scores of all students without any significant difference in two groups.