{"title":"模拟对护理专业学生批判性思维得分的影响：前后测试研究","authors":"Farida Saghafi RN, PhD , Nicole Blakey RN, MSN , Stephen Guinea RN, PhD , Tracy Levett-Jones RN, PhD","doi":"10.1016/j.ecns.2023.101500","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>This study investigated how final-year undergraduate nursing students’ critical thinking skills were impacted after attending a purposefully designed 15 hour program with nine hours of simulation-based learning activities aligned with a theoretical framework of clinical reasoning comprising the Clinical Reasoning Cycle and Debriefing for Meaningful Learning.</p></div><div><h3>Method</h3><p>A one-group pre-test post-test design was used. Fifty-six final semester undergraduate nursing students from five campuses of one Australian university participated in this study. Data were collected before and after the simulation program using the Health Sciences Reasoning Test.</p></div><div><h3>Results</h3><p>Analysis of data using paired sample t-tests demonstrated a positive change in critical thinking scores after completing the program (95% confidence interval 0.206-2.079). A total of 62.5% of participants achieved two scores higher after completing the simulation program.</p></div><div><h3>Conclusions</h3><p>Implementing a simulation program designed according to the Clinical Reasoning Cycle and using the Debriefing for Meaningful Learning model is associated with enhancing the critical thinking skills of nursing students.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1876139923001147/pdfft?md5=bcd3bee1448ea5cd2f2f39def6e7c7c1&pid=1-s2.0-S1876139923001147-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Effectiveness of Simulation in Nursing Students' Critical Thinking Scores: A Pre-/Post-Test Study\",\"authors\":\"Farida Saghafi RN, PhD , Nicole Blakey RN, MSN , Stephen Guinea RN, PhD , Tracy Levett-Jones RN, PhD\",\"doi\":\"10.1016/j.ecns.2023.101500\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>This study investigated how final-year undergraduate nursing students’ critical thinking skills were impacted after attending a purposefully designed 15 hour program with nine hours of simulation-based learning activities aligned with a theoretical framework of clinical reasoning comprising the Clinical Reasoning Cycle and Debriefing for Meaningful Learning.</p></div><div><h3>Method</h3><p>A one-group pre-test post-test design was used. Fifty-six final semester undergraduate nursing students from five campuses of one Australian university participated in this study. Data were collected before and after the simulation program using the Health Sciences Reasoning Test.</p></div><div><h3>Results</h3><p>Analysis of data using paired sample t-tests demonstrated a positive change in critical thinking scores after completing the program (95% confidence interval 0.206-2.079). A total of 62.5% of participants achieved two scores higher after completing the simulation program.</p></div><div><h3>Conclusions</h3><p>Implementing a simulation program designed according to the Clinical Reasoning Cycle and using the Debriefing for Meaningful Learning model is associated with enhancing the critical thinking skills of nursing students.</p></div>\",\"PeriodicalId\":48753,\"journal\":{\"name\":\"Clinical Simulation in Nursing\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2024-03-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S1876139923001147/pdfft?md5=bcd3bee1448ea5cd2f2f39def6e7c7c1&pid=1-s2.0-S1876139923001147-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Clinical Simulation in Nursing\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1876139923001147\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Clinical Simulation in Nursing","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1876139923001147","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
Effectiveness of Simulation in Nursing Students' Critical Thinking Scores: A Pre-/Post-Test Study
Background
This study investigated how final-year undergraduate nursing students’ critical thinking skills were impacted after attending a purposefully designed 15 hour program with nine hours of simulation-based learning activities aligned with a theoretical framework of clinical reasoning comprising the Clinical Reasoning Cycle and Debriefing for Meaningful Learning.
Method
A one-group pre-test post-test design was used. Fifty-six final semester undergraduate nursing students from five campuses of one Australian university participated in this study. Data were collected before and after the simulation program using the Health Sciences Reasoning Test.
Results
Analysis of data using paired sample t-tests demonstrated a positive change in critical thinking scores after completing the program (95% confidence interval 0.206-2.079). A total of 62.5% of participants achieved two scores higher after completing the simulation program.
Conclusions
Implementing a simulation program designed according to the Clinical Reasoning Cycle and using the Debriefing for Meaningful Learning model is associated with enhancing the critical thinking skills of nursing students.
期刊介绍：
Clinical Simulation in Nursing is an international, peer reviewed journal published online monthly. Clinical Simulation in Nursing is the official journal of the International Nursing Association for Clinical Simulation & Learning (INACSL) and reflects its mission to advance the science of healthcare simulation.
We will review and accept articles from other health provider disciplines, if they are determined to be of interest to our readership. The journal accepts manuscripts meeting one or more of the following criteria:
Research articles and literature reviews (e.g. systematic, scoping, umbrella, integrative, etc.) about simulation
Innovative teaching/learning strategies using simulation
Articles updating guidelines, regulations, and legislative policies that impact simulation
Leadership for simulation
Simulation operations
Clinical and academic uses of simulation.
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