护理本科生对高仿真模拟教学体验的Meta整合

doi:10.3761/j.issn.1672-9234.2024.03.005

摘要/Abstract

摘要： 目的系统评价和整合护理本科生对高仿真模拟（high-fidelity simulation，HFS）教学的体验，为护理教学方法改革提供参考。方法计算机检索PubMed、Cochrane Library、Web of Science、Embase、CINAHL、PsycINFO、中国知网、万方数据库、维普数据库、中国生物医学文献服务系统，纳入关于护理本科生对HFS教学体验的质性研究，检索时限为建库至2023年6月。结果纳入9篇研究，提炼出40个研究结果，归纳为7个类别，形成3个整合结果：学习获益和成长体验、角色转换的体验、教学过程中的消极体验。结论护理本科生对HFS教学有着积极的态度和体验，安全、逼真的教学环境和不同角色的学习体验能促进其知识的建构、临床综合能力的提升和护理职业素养的形成，但仍需完善案例运行与教学内容。

关键词: 教育, 护理, 定性研究, 高仿真模拟教学, 体验, Meta整合

Abstract: Objective To systematically evaluate and integrate the experience of nursing undergraduates about high-fidelity simulation teaching in order to provide references for improving the nursing teaching methods. Methods Databases were searched for qualitative studies on the experience of nursing undergraduates about high-fidelity simulation teaching including PubMed, Cochrane Library, Web of Science, Embase, CINAHL, PsycINFO, CNKI, Wanfang, VIP and SinoMed. The time limit was set from databases inception to June 2023. Results A total of nine studies were included, and 40 results were extracted. Results were summarized into seven categories and integrated into three synthesized findings：learning benefits and growth experience, the experience of role transformation, the negative experience in the teaching process. Conclusion Nursing undergraduates have a positive attitude and experience of high-fidelity simulation teaching. A safe, realistic teaching environment and learning experience for different roles is helpful for students to build up knowledge, promote the improvement of clinical comprehensive ability and improve nursing professional quality. While, the case operation and teaching content are still need to be improved.

Key words: Education, Nursing, Qualitative Research, High simulation teaching, Experience, Meta-synthesis

周雯露, 石玟, 王俊杰, 王睿. 护理本科生对高仿真模拟教学体验的Meta整合[J]. 中华护理教育, 2024, 21(3): 289-294.

ZHOU Wenlu, SHI Wen, WANG Junjie, WANG Rui. High-fidelity simulation teaching experience of undergraduate nursing students：a meta synthesis of qualitative studies[J]. Chinese Journal of Nursing Education, 2024, 21(3): 289-294.

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