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The Application of High-fidelity Simulation Teaching in Training for Undergraduate Nursing Students before Clinical Practice

Author: NiuGuiFang
Tutor: SunJianPing
School: Shanxi Medical
Course: Nursing
Keywords: Simulated teaching Nursing Undergraduates Simulation Teacher standardized patients OSCE
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Type: Master's thesis
Year: 2011
Downloads: 212
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Abstract

Research purposes (1) to develop nursing undergraduate internship simulation teaching training programs; (2) to carry out simulation teaching undergraduate nursing students before practice, and compared with the traditional teaching methods, explore simulation teaching teaching effectiveness ; (3) summarizes the experience carried out to provide a basis for simulation teaching. Research methods will voluntarily participated in this study 60 2007 is about to begin clinical internship undergraduate nursing students as research subjects were randomly divided into two groups, the test group using simulation teaching for 20 hours of training, and the control group using traditional teaching methods ( lectures Case) for 20 hours of training, the same two sets of teaching content. Respectively before and after the training, the use of objective structured clinical examination (Objective StructuredClinical Examination, OSCE) assessment of these 60 undergraduate nursing students, issued after the end of the training involved in the simulation teaching the 30 students homemade analog teaching feedback questionnaire survey students high simulation teaching evaluation and recommendations. SPSS12.0 statistical package, statistical description, t tests, and other methods of data for statistical analysis. Before the results 1.OSCE assessment results: (1) training before the two groups of students the OSCE examination results contrast training, the differences in the performance of the two groups of students without statistical significance (p gt; 0.05). (2) before and after training, simulation teaching OSCE examination results contrast by the high simulation teaching training students in the group comprehensive capabilities nursing interrogation, nursing physical examination, clinical data collation, nursing diagnosis, plan of care, health education written test, health education oral, critical thinking, professional attitude on the examination results have improved, the difference was statistically significant (p lt; 0.05); (3) before and after training, the traditional teaching group the OSCE assessment scores compared traditional teaching and training students in the clinical data finishing, nursing diagnosis, plan of care, health education written test of critical thinking assessment scores improved, the difference was statistically significant (p lt; 0.05); (4) after the training, the simulation teaching group and general education group OSCE scores compared by simulation teaching training students comprehensive ability in the group care interrogation, nursing, physical examination, health education oral, professional attitude score higher than the general education group, the difference was statistically significant (p lt; 0.05) in the evaluation thinking appraisal, the traditional teaching group the simulation teaching group differences without statistical significance (p gt; 0.05) .2 feedback survey results: (1) student evaluation of teachers and recommended that more than 90% of the student teachers held affirmative attitude, but I hope that the teachers can continue to enrich clinical experience, more clinical knowledge to explain the curriculum and teaching with the students involved in patient care, enhanced interactivity. (2) students on their own evaluation and recommended 53.3% of the students think they did not make enough prep before class, teachers can take some measures to urge students to preview. (3) Student evaluation and recommended that 30% of students believe that simulated difficult analog design, many students recommend students to grasp the situation, at any time to adjust the difficulty of the simulation; 33.3% of the students think that simulate real advise teachers analog design more real; 33.3% of the students think reasonable hours, it is recommended to adjust hours, according to the teaching content in order to ensure adequate discussion and practice time. (4) Student evaluation of analog implementation, and suggested that the 66.7% of the students believe that the best time to carry out the simulation teaching combined with courses, recommended courses can be done through the following sequence: classroom learning, clinical training, simulation teaching. (5) more than 90% of the students reflect student evaluation of teaching effectiveness simulation teaching so they found a lack of their own knowledge and skills, to promote the ability to integrate the knowledge and practice, and their communication skills, clinical thinking ability, team ability to cooperate, first aid capabilities have played a big role. The conclusions and recommendations of the training received good results, the OSCE assessment indicate that simulation teaching not only has the advantages of traditional teaching, and has incomparable advantages of traditional teaching. The students also believe that the simulation teaching can improve many aspects. Tip: simulation teaching can help students' comprehensive ability. But in the difficulty of analog authenticity, simulation, simulation carried out by the time needed constantly sum up experience, and more exchanges with other institutions, and gradually improve. Suggestions: (1) Teachers should further enrich the clinical experience of the classroom to interact with students; (2) for the authenticity of the poor, teachers fully understand the model that function, make the best use, the need to give full play to teachers the role of standardized patients; (3) simulation teaching theory courses combined; (4) teachers need students to grasp the situation, flexible changes in teaching difficulty; (5) simplify the information provided in the student lesson plans; (6) institutions between multi-exchange.

The Application of High-fidelity Simulation Teaching in Training for Undergraduate Nursing Students before Clinical Practice

Abstract

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