Nurse education in practice · 2025
Utilization of simulation in undergraduate clinical nursing skills training: A cross-sectional study in China.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Wang Yanjie, Liu Yu, Liu Yanxia, Li Wei, Liu Yujia, Jiang Dan, Zhang Zheng, Su Rong, Li Xiaohan
Аннотация
AIM: This study seeks to explore the challenges and experiences of nurse educators in adopting simulation in undergraduate clinical skills training in China.
BACKGROUND: Despite global recognition in nursing education, simulation's role in Chinese nursing schools' clinical skills training is largely uncharted.
DESIGN: A cross-sectional study.
METHODS: An online questionnaire was developed and disseminated among nurse educators. It garnered responses from 123 participants representing 50 undergraduate colleges across China.
RESULTS: Of the respondents, 59 (47.9 %) reported using simulation as a teaching method in clinical skills training. However, a mere five (8.5 %) were acquainted with and applied the Healthcare Simulation Standards of Best Practice in their simulation processes. The earliest adoption of simulation occurred in 1998, with the latest instance in 2019. Role-playing (91.5 %) and task trainers (86.4 %) were the predominant simulation modalities. Most participants exhibited a deficiency in skills necessary for managing simulation activities, including structured pre-briefing, facilitation and handling technological debriefing issues. A mere seven (11.9 %) of the teachers utilized valid and reliable instruments to assess simulation experiences.
CONCLUSIONS: The use of simulation in undergraduate clinical nursing skills training in China is not only infrequent but also lacks adherence to a best practice framework. Four significant challenges were identified for nurse faculty using simulation: (1) the design of standardized scenarios; (2) encouraging active student participation in simulation and debriefing; (3) the prolongation of simulation due to technical issues; and (4) the constraint of limited class time allowing only a few students to engage in simulation.
BACKGROUND: Despite global recognition in nursing education, simulation's role in Chinese nursing schools' clinical skills training is largely uncharted.
DESIGN: A cross-sectional study.
METHODS: An online questionnaire was developed and disseminated among nurse educators. It garnered responses from 123 participants representing 50 undergraduate colleges across China.
RESULTS: Of the respondents, 59 (47.9 %) reported using simulation as a teaching method in clinical skills training. However, a mere five (8.5 %) were acquainted with and applied the Healthcare Simulation Standards of Best Practice in their simulation processes. The earliest adoption of simulation occurred in 1998, with the latest instance in 2019. Role-playing (91.5 %) and task trainers (86.4 %) were the predominant simulation modalities. Most participants exhibited a deficiency in skills necessary for managing simulation activities, including structured pre-briefing, facilitation and handling technological debriefing issues. A mere seven (11.9 %) of the teachers utilized valid and reliable instruments to assess simulation experiences.
CONCLUSIONS: The use of simulation in undergraduate clinical nursing skills training in China is not only infrequent but also lacks adherence to a best practice framework. Four significant challenges were identified for nurse faculty using simulation: (1) the design of standardized scenarios; (2) encouraging active student participation in simulation and debriefing; (3) the prolongation of simulation due to technical issues; and (4) the constraint of limited class time allowing only a few students to engage in simulation.