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

Abstract

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

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.

Figures/Tables 3

References 19

[1]	孙建萍, 牛桂芳, 杨支兰, 等. 高仿真模拟人模拟教学在护理教学中的应用研究进展[J]. 中华护理教育, 2011, 8(1):18-20.
[2]	罗先武, 商丽, 喻惠丹. 标准化引导性反馈在高仿真模拟教学中的应用[J]. 中华护理教育, 2020, 17(2):113-116.
	Luo XW, Shang L, Yu HD. The application of a standardized debriefing in high fidelity simulation teaching[J]. Chin J Nurs Educ, 2020, 17(2):113-116.
[3]	Lei YY, Zhu L, Sa YTR, et al. Effects of high-fidelity simulation teaching on nursing students’ knowledge,professional skills and clinical ability:a meta-analysis and systematic review[J]. Nurse Educ Pract, 2022, 60:103306. doi: 10.1016/j.nepr.2022.103306
[4]	Treloar C, Champness S, Simpson PL, et al. Critical appraisal checklist for qualitative research studies[J]. Indian J Pediatr, 2000, 67(5):347-351. pmid: 10885207
[5]	Watson C, Gómez-Ibáñez R, Granel N, et al. Nursing students first experience on high fidelity simulation:a phenomenological research study[J]. Nurse Educ Pract, 2021, 55:103162. doi: 10.1016/j.nepr.2021.103162
[6]	Cabañero-Martínez MJ, García-Sanjuán S, Escribano S, et al. Mixed-method study on the satisfaction of a high-fidelity simulation program in a sample of nursing-degree students[J]. Nurse Educ Today, 2021, 100:104858. doi: 10.1016/j.nedt.2021.104858
[7]	Amod HB, Brysiewicz P. Promoting experiential learning through the use of high-fidelity human patient simulators in midwifery:a qualitative study[J]. Curationis, 2019, 42(1):e1-e7.
[8]	Small SP, Colbourne PA, Murray CL. High-fidelity simulation of pediatric emergency care:an eye-opening experience for baccalaureate nursing students[J]. Rev Can De Recherche En Sci Infirm, 2018, 50(3):145-154.
[9]	Sundler AJ, Pettersson A, Berglund M. Undergraduate nursing students’ experiences when examining nursing skills in clinical simulation laboratories with high-fidelity patient simulators:a phenomenological research study[J]. Nurse Educ Today, 2015, 35(12):1257-1261. doi: 10.1016/j.nedt.2015.04.008
[10]	Badir A, Zeybekoğlu Z, Karacay P, et al. Using high-fidelity simulation as a learning strategy in an undergraduate intensive care course[J]. Nurse Educ, 2015, 40(2):E1-E6.
[11]	Lee SJ, Kim SS, Park YM. First experiences of high-fidelity simulation training in junior nursing students in Korea[J]. Jpn J Nurs Sci, 2015, 12(3):222-231. doi: 10.1111/jjns.12062 pmid: 25377865
[12]	吴佳, 袁晓玲, 章雅青. 本科护生高仿真情境模拟教学的课程体会[J]. 解放军护理杂志, 2016, 33(6):48-51.
[13]	刘静馨, 陈沁. 护理本科生高仿真模拟教学学习体验的现象学研究[J]. 中国实用护理杂志, 2011, 27(5):74-76.
[14]	庄前玲, 汪婷, 叶建峰. 跨专业高仿真模拟教学在护理综合实训教学中的应用[J]. 护理学杂志, 2021, 36(10):83-84,88.
	Zhuang QL, Wang T, Ye JF. Application of interprofessional simulation learning in the course of Comprehensive Nursing Skill Training[J]. J Nurs Sci, 2021, 36(10):83-84,88.
[15]	杨冰香, 黄润, 徐爱京, 等. 模拟教学引导性反馈的标准和策略[J]. 中华护理教育, 2020, 17(1):18-23.
	Yang BX, Huang R, Xu AJ, et al. Standards and strategies of debriefing in simulation[J]. Chin J Nurs Educ, 2020, 17(1):18-23.
[16]	O’Regan S, Molloy E, Watterson L, et al. Observer roles that optimise learning in healthcare simulation education:a systematic review[J]. Adv Simul, 2016, 1:4. doi: 10.1186/s41077-015-0004-8
[17]	范春梅, 梁晓灿, 石静, 等. 护理专业本科生参与虚拟现实技术教学体验研究的Meta整合[J]. 中华护理教育, 2023, 20(2):151-157.
	Fan CM, Liang XC, Shi J, et al. Participating experience of virtual reality teaching among nursing undergraduates:a meta synthesis of qualitative studies[J]. Chin J Nurs Educ, 2023, 20(2):151-157.
[18]	杨琳, 金瑞华, 淮盼盼, 等. 护理资源案例库在教学与考核中的应用[J]. 中华护理教育, 2018, 15(2):141-144.
[19]	Page-Cutrara K. Use of prebriefing in nursing simulation:a literature review[J]. J Nurs Educ, 2014, 53(3):136-141. doi: 10.3928/01484834-20140211-07 pmid: 24512336

High-fidelity simulation teaching experience of undergraduate nursing students：a meta synthesis of qualitative studies

HTML

PDF(PC)

Like

Knowledge

Abstract

Cite this article

share this article

Figures/Tables 3

References 19

Related Articles 15

Metrics

Comments

Recommended 10

[1]	LIU Ting, YANG Fuguo, YANG Li, YANG Xiuling, HAN Jing, WANG Aimin. A descriptive qualitative study on the experience of using artificial intelligence generated content tools among nursing postgraduate students [J]. Chinese Journal of Nursing Education, 2024, 21(9): 1046-1051.
[2]	ZHAO Wenjuan, ZHANG Xiaoju, LAI Xiaobin, SHEN Zhiyun, ZHANG Yuxia. The lived experience of specialty nurses with full-time posts during their role transitions：a qualitative study [J]. Chinese Journal of Nursing Education, 2024, 21(7): 788-793.
[3]	LI Xiaohua, ZHU Hong, YANG Dan, HAO Yufang, LI Xuejing. The influence of role modeling on nursing students’ professional identity：a meta-synthesis of qualitative studies [J]. Chinese Journal of Nursing Education, 2024, 21(7): 841-848.
[4]	HAO Linbo, ZHAO Qinghua, HUANG Huanhuan, CHEN Lijuan. A qualitative study on medication experience of older patients with polypharmacy during hospital-family transition period [J]. Chinese Journal of Nursing Education, 2024, 21(7): 866-872.
[5]	WU Yunuo, LI Jialin, TANG Guohua. Theoretical framework，models of postdoctoral training in nursing in foreign countries and implications for China [J]. Chinese Journal of Nursing Education, 2024, 21(6): 758-763.
[6]	YANG Qing, GAO Jing, WU Chenxi, CAI Mingjin, CHEN Xinyu, LI Hang, FU Han. The relocation experience of the elderly to nursing home:a meta-synthesis [J]. Chinese Journal of Nursing Education, 2024, 21(5): 620-626.
[7]	ZHU Xiaoling, CHEN Shaohua, LIN Binbin, WANG Xiaoyan, XU Guiru, XU Qin, QIU Pingping, LIN Xiaoyun, SONG Jihong. The learning experience of undergraduates participating in the Midwifery Comprehensive Experiment course based on situational simulation teaching [J]. Chinese Journal of Nursing Education, 2024, 21(5): 562-568.
[8]	ZHANG Meng, FENG Dongmei, REN Jing, CHUN Xueli, ZHANG Xuemei. Application of immersion experience teaching in undergraduate Geriatric Nursing course [J]. Chinese Journal of Nursing Education, 2024, 21(4): 410-414.
[9]	WANG Yuqing, SUN Xuhan, ZHANG Yuxi. The experience of nursing staffs in narrative nursing：a meta-synthesis of qualitative research [J]. Chinese Journal of Nursing Education, 2024, 21(4): 466-472.
[10]	XIONG Yi, ZHANG Liuyi, WANG Lichun, HU Qiqi, WANG Li. Real experience of economic toxicity in cancer patients：a qualitative meta-synthesis [J]. Chinese Journal of Nursing Education, 2024, 21(4): 498-505.
[11]	TIAN Yutong, ZHANG Yan, MA Guirui, LIU Baofang, YAN Yuwen, GAO Mengke, LI Xizheng. Study on nurses’ experience of participating in “Internet + nursing service” in county hospitals [J]. Chinese Journal of Nursing Education, 2024, 21(3): 330-335.
[12]	WANG Rui, SUI Hongping, LI Tingting, JIANG Tongtong, XIA Yunlong, SHI Tieying. The stigma experience of lung cancer patients：a meta-synthesis of qualitative studies [J]. Chinese Journal of Nursing Education, 2024, 21(2): 231-236.
[13]	WANG Meng, ZHANG Xiaoqing, LI Jiaxin, WAN Yinglu. Meta synthesis of qualitative studies on cancer risk perception in first-degree relatives of breast cancer patients [J]. Chinese Journal of Nursing Education, 2024, 21(1): 104-109.
[14]	WANG Wenna, ZHANG Zhenxiang, LIU Bowen, ZHANG Jie. A descriptive qualitative study on caregivers’ participation in self-care of stroke survivors [J]. Chinese Journal of Nursing Education, 2024, 21(1): 62-67.
[15]	HOU Kunhua, BAI Wenhui, LI Qianqian, TIAN Yajie, WANG Meijie, CHANG Shuying, MA Lingcao, LIU Weihua. The experiences of nursing students after patient death in clinical practice：a meta-synthesis of qualitative research studies [J]. Chinese Journal of Nursing Education, 2023, 20(9): 1077-1083.