教學實踐研究 -第1卷 第3期 (2021-12-03)
一般論文

運用情境擬真教學提升護生於新型冠狀病毒肺炎之因應及準備

彭逸稘 (Peng Yi-Chi) 亞洲大學護理學系助理教授 ; 田沁潔 (Tien Chin-Chieh) 經國管理暨健康學院護理系助理教授 ; 吳樺姍 (Wu Hua-Shan) 亞洲大學護理學系教授
第1卷第3期,P99-125
10.7007/JSoTL.202109_1(3).0005
面對新型冠狀病毒肺炎(COVID-19)全球大流行,護生需加強防護準備以因應疾病傳染。本研究目的以「疑似新冠肺炎合併急性冠心症」為主題之情境擬真教學介入,探討護生在急性冠心症及防護知識、自信心、批判性思考及技術能力之成效。研究採用前實驗研究設計,研究對象為臺中市某大學部護理學系三年級學生共計62人,於第一週進行前測評量及技能測驗後,再接受情境擬真教學三週課程,每次100分鐘,介入時間共300分鐘。情境擬真教學時間首先於第十週進行急性冠心症及防護知識課程講述與示範教學,其次於第十六及第十七週進行情境擬真小組演練及技能後測,最後於第十八週接受後測評量表及質性心得回饋。評量表內容包含急性冠心症照護及個人防護知識、自信心、批判性思考,並採用SPSS 20.0進行資料建檔及統計分析。本研究結果顯示情境擬真教學法介入後,護生在急性冠心症照護及個人防護之知識、自信心、批判性思考平均後測得分顯著高於前測得分 (p < 0.01),且護理技術得分亦顯著高於前測 (p < 0.01)。因此情境擬真教學法能提升護生在疑似新冠肺炎合併急性冠心症上的照顧、防護知識、自信心、批判性思考與技術能力;情境擬真教學課程設計可輔助護生面對新型冠狀病毒肺炎之因應及準備。
自信心,批判性思考,情境擬真教學,新型冠狀病毒肺炎,護理學生
1. 台灣護理學會護理行政委員會暨護理教育委員會(2013)。護理臨床教師教學教案設計指引-DOPS及mini-CEX之護理臨床教學應用。取自台灣護理學會網站 http://www.tnpa.org.tw/news/newsdetail.asp?doc-id=1239 (2021/09/29)
2. 李佳宜、侯貴圓、高啟蘭、蔡宗桓、林盈禎、游秀英等人(2017)。擬真模式跨領域合作照護教育課程之成效探討。台灣擬真醫學教育期刊,4(1),35 - 43。doi:10.6582/JTSSH.2017.4(1).04
3. 李惠珍、高麗茹、詹淑惠(2016)。在擬真情境下應用客觀結構式臨床測驗評量新進護理人員急救技能之成效。台灣擬真醫學教育期刊,3(1),3 - 10。doi:10.6582/JTSSH.2016.3(1).01
4. 吳人傑、郭淑瑜(2018)。醫學模擬教育-實踐篇。新臺北護理期刊,20(1),1 - 9。doi:10.6540/NTJN.2018.1.001
5. 吳宛庭、紀姿妃、陳健驊、康春梅、詹佳孟、黃昭硯等人(2015)。運用跨團隊模式提升急診嚴重敗血症及敗血性休克病人復甦組合式照護要素遵從率。醫療品質雜誌,9(6),69 - 75。
JSOTL

Preparing and Responding to COVID-19 with Situated Simulation Teaching for Nursing Students

Peng Yi-Chi ; Tien Chin-Chieh ; Wu Hua-Shan
Volume 1/ Issue 3, P99-125
10.7007/JSoTL.202109_1(3).0005
In order to prepare and respond to the novel coronavirus pandemic, nursing students need more experience. This study aims to explore the effects of students' knowledge, self-confidence, critical thinking, and skills after the interventional situated simulation teaching for patients with suspected COVID-19 combined with acute coronary heart disease. The research method adopts a single-group pre- and post-test research design; the research object is 62 students in the nursing department at a university in Taichung. After the pre-test questionnaire and skill test in the first week, there were three courses of an interventional simulation teaching program, 100 minutes each time and 300 minutes in total. The program included a lecture and demonstration of acute coronary heart disease and a personal protective equipment course in the tenth week. In the sixteenth and seventeenth weeks, a drill with the situated simulation program and skills post-test for students was completed, and then a post-test questionnaire and qualitative feedback were collected from students in the eighteenth week. The content of the questionnaire includes knowledge of acute coronary heart disease care and personal protection equipment, self-confidence, and critical thinking. SPSS 20.0 is used for data analysis and statistical analysis. Results of the study show that knowledge, self-confidence, and critical thinking of nursing students for acute coronary heart disease care and personal protections after the intervention are significantly higher than the pre-test (p < 0.01). Moreover, skills scores were significantly higher than pre-test (p < 0.01). Therefore, the situated simulation teaching method can improve the knowledge, self-confidence, critical thinking and technical ability of nursing students in caring for patients with suspected COVID-19 combined acute coronary heart disease. The situated simulation teaching in this article can potentially be used for nursing students to prepare and respond to COVID-19.
self-confidence, critical thinking, situated simulation teaching, COVID-19, nursing students