临床虚拟仿真在护理教育中的应用:随机对照试验%A Padilha, j卡塔尔世界杯8强波胆分析os Miguel %A Machado,Paulo Puga %A Ribeiro,Ana %A Ramos, jos %A Costa,Patrício %+波尔图护理学院;CINTESIS - Tech4edusim, Street Dr António Bernardino de Almeida, Porto, 4200-072, Portugal, 351 225 073 500, miguelpadilha@esenf.pt %K临床虚拟模拟%K护理教育%K虚拟患者%K用户-计算机界面%D 2019 %7 18.03.2019 %9原文%J J Med Internet Res %G English %X背景:在医疗保健领域，知识和临床推理是决策质量和信心的关键。知识和临床推理的发展不仅受到学生自身内在因素的影响，还受到外部因素的影响，如对教学内容、教学资源和教学方法的满意度，以及所提出的目标和挑战的性质。如今，教授扮演的是学习促进者的角色，而不是简单的“讲师”，他们将学生视为主动的学习者，能够将个人意义归因于他们的个人目标、挑战和经历，并随着时间的推移建立自己的知识。健康模拟技术的创新导致了临床虚拟模拟。临床虚拟模拟是在计算机屏幕上描绘现实的再创造，涉及真人操作模拟系统。这是一种模拟，通过在各种临床环境中使用虚拟患者锻炼运动控制技能，决策技能和沟通技能，将人们置于中心角色。临床虚拟模拟可以提供一种教学策略，并可以作为知识保留，临床推理，提高学习满意度，最终提高自我效能的促进者。然而，它在满意度、自我效能、知识保留和临床推理方面的有效性知之甚少。目的:探讨临床虚拟模拟对护生知识记忆、临床推理、自我效能感和学习体验满意度的影响。 Methods: A randomized controlled trial with a pretest and 2 posttests was carried out with Portuguese nursing students (N=42). The participants, split into 2 groups, had a lesson with the same objectives and timing. The experimental group (n=21) used a case-based learning approach, with clinical virtual simulator as a resource, whereas the control group (n=21) used the same case-based learning approach, with recourse to a low-fidelity simulator and a realistic environment. The classes were conducted by the usual course lecturers. We assessed knowledge and clinical reasoning before the intervention, after the intervention, and 2 months later, with a true or false and multiple-choice knowledge test. The students’ levels of learning satisfaction and self-efficacy were assessed with a Likert scale after the intervention. Results: The experimental group made more significant improvements in knowledge after the intervention (P=.001; d=1.13) and 2 months later (P=.02; d=0.75), and it also showed higher levels of learning satisfaction (P<.001; d=1.33). We did not find statistical differences in self-efficacy perceptions (P=.9; d=0.054). Conclusions: The introduction of clinical virtual simulation in nursing education has the potential to improve knowledge retention and clinical reasoning in an initial stage and over time, and it increases the satisfaction with the learning experience among nursing students. %M 30882355 %R 10.2196/11529 %U //www.mybigtv.com/2019/3/e11529/ %U https://doi.org/10.2196/11529 %U http://www.ncbi.nlm.nih.gov/pubmed/30882355