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1.
J Vet Med Educ ; 47(1): 56-68, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-30920945

RESUMO

Clinical reasoning is an important skill for veterinary students to develop before graduation. Simulation has been studied in medical education as a method for developing clinical reasoning in students, but evidence supporting it is limited. This study involved the creation of a contextualized, standardized client simulation session that aimed to improve the clinical reasoning ability and confidence of final-year veterinary students. Sixty-eight participants completed three simulated primary-care consultations, with the client played by an actor and the pet by a healthy animal. Survey data showed that all participants felt that the session improved their clinical decision-making ability. Quantitative clinical reasoning self-assessment, performed using a validated rubric, triangulated this finding, showing an improvement in students' perception of several components of their clinical reasoning skill level from before the simulation to after it. Blinded researcher analysis of the consultation video recordings found that students showed a significant increase in ability on the history-taking and making-sense-of-data (including formation of a differential diagnosis) components of the assessment rubric. Thirty students took part in focus groups investigating their experience with the simulation. Two themes arose from thematic analysis of these data: variety of reasoning methods and "It's a different way of thinking." The latter highlights differences between the decision making students practice during their time in education and the decision making they will use once they are in practice. Our findings suggest that simulation can be used to develop clinical reasoning in veterinary students, and they demonstrate the need for further research in this area.


Assuntos
Competência Clínica , Educação em Veterinária , Treinamento por Simulação , Animais , Tomada de Decisões , Educação em Veterinária/métodos , Humanos , Resolução de Problemas , Treinamento por Simulação/normas , Estudantes/psicologia , Pensamento
2.
J Vet Med Educ ; 47(1): 91-99, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-30920949

RESUMO

With the aim of improving students' ability to handle the complexity of surgery, we introduced a creative assignment in a veterinary surgical course. We hypothesized that by using this active, inductive educational method, reflection, creativity and self-efficacy in student novice surgeons could be improved. During a companion animal surgical course an intervention group was investigated against a control group. Twenty-nine fourth-year students were instructed in ovariohysterectomy by classical lectures, while 23 fourth-year students were provided with creative materials and assigned to consider and illustrate how to perform the procedure themselves. Surgical performance was assessed for both groups using a modified Objective Structured Assessment of Technical Skills (OSATS) while performing a simulated ovariohysterectomy. Furthermore, both groups were investigated with respect to how they would handle a specific hypothetical surgical complication. Semi-structured interviews were conducted with 17 intervention-group students and were analyzed using thematic analysis. The intervention group showed a significantly better performance and needed significantly less help with the surgical complication than the control group students. Data from interviews furthermore demonstrated that students believed the creative intervention produced increased reflection, more creative initiatives, and a feeling of security before surgery. Our study results thus indicate that an educational tool which stimulates creative thinking can promote reflection, creativity, and self-efficacy in novice surgeons without compromising surgical performance.


Assuntos
Criatividade , Educação em Veterinária , Cirurgia Veterinária , Animais , Educação em Veterinária/métodos , Feminino , Humanos , Ovariectomia , Percepção , Treinamento por Simulação/normas , Estudantes , Cirurgia Veterinária/educação , Cirurgia Veterinária/normas
3.
Am J Surg ; 219(1): 33-37, 2020 01.
Artigo em Inglês | MEDLINE | ID: mdl-30898304

RESUMO

INTRODUCTION: Our simulation center, supported by four departments (Surgery, OB/GYN, Urology, and Anesthesiology), is accredited as a comprehensive Accredited Educational Institute (AEI) and is now expanding to accommodate all departments on campus. METHODS: A 61-point questionnaire was administered to 44 stakeholders, representing all of UME and GME. Data were compared for AEI vs. non-AEI activities. RESULTS: Responses were collected from all 44 groups (100% response rate). Overall, 43 simulation activities were hosted within the AEI and 40 were hosted by non-AEI stakeholders. AEI activities were more likely to be mandatory (93% vs. 75%, p = 0.02), have written learning objectives (79% vs 43%, p < 0.001), and use validated assessment metrics (33% vs. 13%, p = 0.03). CONCLUSION: These data suggest that the AEI courses are more robust in terms of structured learning and assessment compared to non-AEI courses. Campus-wide application of uniform quality standards is anticipated to require significant faculty, course, and program development.


Assuntos
Academias e Institutos , Acreditação , Recursos em Saúde , Internato e Residência/métodos , Treinamento por Simulação/normas , Especialidades Cirúrgicas/educação , Inquéritos e Questionários , Estados Unidos
4.
Semin Vasc Surg ; 32(1-2): 48-67, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31540657

RESUMO

The evolving demands of surgical training have led to the successful implementation of skills examinations in the areas of laparoscopic and endoscopic surgery. Currently, there is no similar formal skills assessment in vascular surgery, despite endovascular intervention replacing open surgery in treatment of many vascular conditions. The adoption of less invasive techniques to treat aneurysm and occlusive disease has resulted in new training paradigms and technical challenges for trainees. The duty hour restriction for trainees and declining numbers of complex open vascular interventions have added to the challenges of vascular surgery training. Simulation is a promising avenue for both skills training and assessment. The ability to evaluate the fundamental skills of trainees would be an important step to ensure a degree of uniformity in trainees' technical abilities. The role of simulation-based training in acquiring, testing, and refining these skills is still in its infancy in the vascular surgery training paradigm. This article aims to impart a deeper understanding of the conditions for developing and implementing the fundamentals of vascular and endovascular surgery, and to provide guidance regarding the role of simulation-based training in a rapidly evolving specialty. There are various forms of simulation available, including benchtop models, high-fidelity simulators, and virtual-reality simulators, and each requires a different method of proficiency assessment. Both open surgery and endovascular skills can be assessed and the application of successful implementation in academic vascular surgery training program is presented.


Assuntos
Certificação , Instrução por Computador/métodos , Educação de Pós-Graduação em Medicina/métodos , Internato e Residência , Treinamento por Simulação/métodos , Cirurgiões/educação , Procedimentos Cirúrgicos Vasculares/educação , Certificação/normas , Competência Clínica , Instrução por Computador/normas , Currículo , Educação de Pós-Graduação em Medicina/normas , Humanos , Curva de Aprendizado , Treinamento por Simulação/normas , Cirurgiões/normas , Procedimentos Cirúrgicos Vasculares/normas
5.
Ann Biol Clin (Paris) ; 77(4): 429-435, 2019 Aug 01.
Artigo em Inglês | MEDLINE | ID: mdl-31418704

RESUMO

Training in biology, pharmacy and medicine are essential in laboratory medicine in faculty and especially with recent residency modifications. Active learning improves critical thinking and is an essential component of health education. Interactive assessment systems for the interactive participation of students have emerged. Recently, many offers of audience response system (ARS) accessible by personal electronic devices such as smartphone, tablet or computer are available. These systems seem to be an effective teaching innovation according to students. We aimed to evaluate three pedagogical tools during real school lectures in order to be able to select them according to the needs: Votar, Socrative and Wooclap. Methods: Three connected participation tools will be tested during teaching at Lille University, faculty of pharmacy by 3 different teachers. 75 fifth-year pharmacy students divided into 2 groups of students will have attended at least one session using each of the systems studied. After lessons, an online questionnaire with 9 questions was submitted to students on their interest in each system. Questions measured student perception using a 1 to 10 scale. Results and discussion: 62 of 75 students completed online surveys and were included in the study. According students, ARS by smartphone or computer improve their education. Favorite application seems to be Socrative and Wooclap. This study provides student perception comparison of ARS. To complete, additional studies are needed to establish their efficacy after several month.


Assuntos
Educação Médica , Avaliação Educacional/métodos , Aprendizagem Baseada em Problemas , Treinamento por Simulação , Interface Usuário-Computador , Telefone Celular , Educação Médica/métodos , Educação Médica/normas , Avaliação Educacional/normas , Humanos , Invenções , Aprendizagem Baseada em Problemas/métodos , Aprendizagem Baseada em Problemas/normas , Treinamento por Simulação/métodos , Treinamento por Simulação/normas , Estudantes de Medicina , Estudantes de Farmácia , Inquéritos e Questionários , Realidade Virtual
6.
Presse Med ; 48(7-8 Pt 1): 780-787, 2019.
Artigo em Francês | MEDLINE | ID: mdl-31383383

RESUMO

Interprofessional simulation-based education is effective for learning non-technical critical care skills and strengthening interprofessional team collaboration to optimize quality of care and patient outcome. Implementation of interprofessional simulation sessions in initial and continuing education is facilitated by a team of "champions" from each discipline/profession to ensure educational quality and logistics. Interprofessional simulation training must be integrated into a broader interprofessional curriculum supported by managers, administrators and clinical colleagues from different professional programs. When conducting interprofessional simulation training, it is essential to account for sociological factors (hierarchy, power, authority, interprofessional conflicts, gender, access to information, professional identity) both in scenario design and debriefing. Teamwork assessment tools in interprofessional simulation training may be used to guide debriefing. The interprofessional simulation setting (in-situ or simulation centre) will be chosen according to the learning objectives and the logistics.


Assuntos
Cuidados Críticos/métodos , Educação Médica/métodos , Relações Interprofissionais , Equipe de Assistência ao Paciente , Treinamento por Simulação , Competência Clínica , Cuidados Críticos/normas , Currículo/normas , Educação Médica/normas , Avaliação Educacional/métodos , Humanos , Ciência da Implementação , Equipe de Assistência ao Paciente/organização & administração , Equipe de Assistência ao Paciente/normas , Treinamento por Simulação/métodos , Treinamento por Simulação/organização & administração , Treinamento por Simulação/normas
7.
J Grad Med Educ ; 11(4): 389-401, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31440332

RESUMO

Background: Management of mechanical ventilation (MV) is an important and complex aspect of caring for critically ill patients. Management strategies and technical operation of the ventilator are key skills for physicians in training, as lack of expertise can lead to substantial patient harm. Objective: We performed a narrative review of the literature describing MV education in graduate medical education (GME) and identified best practices for training and assessment methods. Methods: We searched MEDLINE, PubMed, and Google Scholar for English-language, peer-reviewed articles describing MV education and assessment. We included articles from 2000 through July 2018 pertaining to MV education or training in GME. Results: Fifteen articles met inclusion criteria. Studies related to MV training in anesthesiology, emergency medicine, general surgery, and internal medicine residency programs, as well as subspecialty training in critical care medicine, pediatric critical care medicine, and pulmonary and critical care medicine. Nearly half of trainees assessed were dissatisfied with their MV education. Six studies evaluated educational interventions, all employing simulation as an educational strategy, although there was considerable heterogeneity in content. Most outcomes were assessed with multiple-choice knowledge testing; only 2 studies evaluated the care of actual patients after an educational intervention. Conclusions: There is a paucity of information describing MV education in GME. The available literature demonstrates that trainees are generally dissatisfied with MV training. Best practices include establishing MV-specific learning objectives and incorporating simulation. Next research steps include developing competency standards and validity evidence for assessment tools that can be utilized across MV educational curricula.


Assuntos
Competência Clínica/normas , Internato e Residência , Aprendizagem , Respiração Artificial/normas , Treinamento por Simulação/normas , Educação de Pós-Graduação em Medicina , Medicina de Emergência/educação , Humanos , Medicina Interna/educação , Médicos
8.
Rev Bras Enferm ; 72(4): 1061-1070, 2019 Aug 19.
Artigo em Inglês, Português | MEDLINE | ID: mdl-31432966

RESUMO

OBJECTIVE: to analyze the publications on clinical simulation practices for education in Nursing in Intensive Care. METHOD: an integrative review carried out through LILACS, PubMed, Cochrane Library, CINAHL and SciELO databases, of articles published from 2008 to 2017. RESULTS: 29 articles were selected, of which 76% discuss the use of simulation in continuing education of nursing professionals, while the others describe their use for student education. There is a higher prevalence of studies with a level of evidence 6 (17), with 28 international publications. There was an increase in scientific production, with 16 articles published in the last three years. CONCLUSION: variables after simulation use, such as confidence, communication skills, efficiency in the identification of clinical worsening of patients, development of technical skills, teamwork and clinical decision-making, presented a significant improvement, demonstrating that this tool is effective in qualifying care for critical patients.


Assuntos
Educação em Enfermagem/métodos , Treinamento por Simulação/métodos , Treinamento por Simulação/normas , Humanos , Treinamento por Simulação/tendências
9.
Rev Bras Enferm ; 72(3): 624-631, 2019 Jun 27.
Artigo em Inglês, Português | MEDLINE | ID: mdl-31269125

RESUMO

OBJECTIVE: To construct and validate a clinical simulation setting for postpartum haemorrhage. METHOD: Quantitative research of methodological development, carried out from May to July of 2016 with 22 expert judges and 30 students. Analysis was performed from descriptive statistics, Binomial Test and Content Validity Index (CVI), considering CVI ≥ 80%. RESULTS: Setting construction was based on learning objectives, fidelity, evaluation tool, pre-setting activities and debriefing. Agreement, regarding its validity, was satisfactory in the 23 items analyzed. Items evaluated by judges had CVI> 0.90; in the evaluation by students, CVI was > 0.95. CONCLUSION: It was considered validated and suitable for training and use by nursing students. Other studies should be carried out in order to test its effectiveness in the construction of theoretical and practical knowledge of both nursing students and nurses during Permanent Education.


Assuntos
Hemorragia Pós-Parto/terapia , Treinamento por Simulação/normas , Adulto , Competência Clínica/normas , Feminino , Humanos , Pessoa de Meia-Idade , Simulação de Paciente , Gravidez , Treinamento por Simulação/métodos , Treinamento por Simulação/estatística & dados numéricos , Estudantes de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários
10.
Rev Bras Enferm ; 72(3): 788-794, 2019 Jun 27.
Artigo em Inglês, Português | MEDLINE | ID: mdl-31269147

RESUMO

OBJECTIVE: Evaluate the contribution of debriefing after clinical simulations for nursing students. METHOD: Quantitative study, conducted with 35 nursing students who participated in five clinical simulation scenarios with planned debriefings based on the model of the National League Nursing/Jeffries Simulation Theory. After the fifth scenario, students answered the Debriefing Evaluation Scale associated with the Simulation. RESULTS: The items evaluated involved the psychosocial, cognitive, and affective values, and within a scale from one to five, the highest mean was found in cognitive value with 4.23 (±0.56) points, then in psychosocial value with 3.77 (±0.53), and finally in affective value with 3.71 (±0.63) points. CONCLUSION: The debriefing conducted after the clinical simulation scenarios was a reflective exercise that contributed to the student integrating multiple knowledges in affective, cognitive and psychosocial values, and thus develop the competencies required.


Assuntos
Avaliação Educacional/normas , Retroalimentação , Treinamento por Simulação/métodos , Treinamento por Simulação/normas , Estudantes de Enfermagem/estatística & dados numéricos , Adulto , Brasil , Competência Clínica/normas , Competência Clínica/estatística & dados numéricos , Estudos Transversais , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Avaliação Educacional/métodos , Avaliação Educacional/estatística & dados numéricos , Feminino , Humanos , Masculino
12.
Compr Child Adolesc Nurs ; 42(sup1): 173-178, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31192741

RESUMO

The aim of this quantitative study was to identify the effect of interactive education with 3-dimensional puzzles on the injury-prevention behaviours of school-age children in Bekasi, Indonesia. This study used a pre-post group design to select the intervention group and the control group. Of the 120 elementary school students included, 60 were placed in the intervention group and 60 in the control group. Multistage random sampling determined the schools, and simple random sampling determined the subjects. The results showed that interactive education with 3-dimensional puzzles was significant for knowledge (p < 0.001), attitude (p < 0.001) and injury prevention skills (p < 0.001). Interactive education sessions with 3-dimensional puzzles significantly improved knowledge related to injury prevention. Therefore, interactive education with 3-dimensional puzzles may prevent injuries in school-age children. School nurses can use this technique to improve their health education programs.


Assuntos
Jogos Recreativos/psicologia , Comportamentos Relacionados com a Saúde , Treinamento por Simulação/normas , Estudantes/psicologia , Ferimentos e Lesões/prevenção & controle , Criança , Feminino , Humanos , Indonésia , Masculino , População , Treinamento por Simulação/métodos , Estudantes/estatística & dados numéricos , Inquéritos e Questionários
13.
BMC Med Educ ; 19(1): 197, 2019 Jun 11.
Artigo em Inglês | MEDLINE | ID: mdl-31185972

RESUMO

BACKGROUND: The clinical environments are more complex, diverse and rapidly changing. Patients' conditions were chronic and complexed, healthcare providers require clinical reasoning for patient safety care. One of the learning methods to foster clinical reasoning is simulation education. The aim of this study was to develop a simulation education debriefing protocol that can improve clinical reasoning. METHODS: This study was conducted following steps. For the first step, the literature review was performed to constitute a preliminary debriefing protocol. Secondly, content validity was evaluated by five simulation learning experts. Thirdly, in-depth interview was conducted to re-examine content validity with education experts. Finally, the final debriefing protocol was applied to 7 undergraduate nursing students to examine feasibility of the protocol. RESULTS: The protocol consisted of debriefing steps, learning outcome, clinical reasoning attributes, core questions and guideline for instructor. Results of applicability of debriefing protocol represented that participants mentioned their reasoning competency was improved and understood the overall flow of reasoning. CONCLUSIONS: The debriefing protocol is important to educate healthcare providers 'clinical reasoning. It would be able to contribute to develop healthcare providers' clinical competencies.


Assuntos
Competência Clínica , Treinamento por Simulação , Bacharelado em Enfermagem/métodos , Humanos , Entrevistas como Assunto , Reprodutibilidade dos Testes , Treinamento por Simulação/métodos , Treinamento por Simulação/organização & administração , Treinamento por Simulação/normas
14.
GMS J Med Educ ; 36(3): Doc30, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31211225

RESUMO

Background: During clinical clerkships students experience complex and challenging clinical situations related to problems beyond the domain of the "Medical Expert". Workplace routine may leave little opportunity to reflect on these situations. The University of Zurich introduced a mandatory course directly after the clinical clerkship year (CCY) to work up these situations. Prior to the course each student submitted a vignette on a case he or she had perceived challenging during the CCY and which was not related to the domain of the "Medical Expert" role. In this paper we want to characterize these cases in respect to most prominent themes and related CanMEDS roles. The goal was to inform clinical supervisors about potential teaching demands during the CCY. Methods: All case vignettes submitted by a years' cohort were analysed by three researchers in two ways: for the clinical characteristics and the main theme of the underlying problem and the most prominent CanMEDS roles involved. Themes of the underlying problem were aggregated to overarching topics and subsequently to main categories by pragmatic thematic analysis. Results: 254 case vignettes covered the whole spectrum of clinical disciplines. A wide range of underlying themes could be assigned to five main categories: "communication within team" (23.2%), "communication with patients and relatives" (24.8%), "patient behavior and attitudes" (18.5%), "clinical decision making" (24.0%), and "social and legal issues" (9.4%). Most frequent CanMEDS roles were "Communicator" (26.9%) and "Professional" (23.5%). Conclusions: Cases students perceived as challenging beyond the "Medical Expert" were reported from all clinical disciplines. These were mainly related to communicational and professional issues, mirrored by the CanMEDS roles "Communicator" and "Professional". Therefore, supervisors in clinical clerkships should put an additional teaching focus on communication and professionalism.


Assuntos
Estágio Clínico/normas , Currículo/normas , Estudantes de Medicina/psicologia , Adulto , Atitude do Pessoal de Saúde , Estágio Clínico/métodos , Competência Clínica/normas , Currículo/estatística & dados numéricos , Grupos Diagnósticos Relacionados/normas , Educação de Graduação em Medicina/métodos , Educação de Graduação em Medicina/normas , Feminino , Humanos , Masculino , Treinamento por Simulação/métodos , Treinamento por Simulação/normas
15.
Unfallchirurg ; 122(6): 425-430, 2019 Jun.
Artigo em Alemão | MEDLINE | ID: mdl-31049610

RESUMO

After 6 years of development, the amended regulations for medical education were adopted by the German Medical Assembly in May 2018. The aim of the amendment is to move away from a predominantly chronologically standardized further training towards a content standardized further training with simultaneous definition of competence objectives. The level of competence required for admission to the examination should be continuously recorded and documented in an electronic logbook. Failure to achieve the training objective will result in the admission to the examination being refused. These high requirements seem to be attainable only if cognitive and action competences can be acquired before and during training in the real environment of the operating theatre in a standardized setting.


Assuntos
Avaliação Educacional/normas , Ortopedia/educação , Treinamento por Simulação/normas , Procedimentos Cirúrgicos Operatórios/educação , Traumatologia/educação , Competência Clínica/normas , Currículo , Educação de Pós-Graduação em Medicina/métodos , Educação de Pós-Graduação em Medicina/normas , Humanos , Modelos Educacionais , Ortopedia/normas , Procedimentos Cirúrgicos Operatórios/normas , Traumatologia/normas
16.
Unfallchirurg ; 122(6): 431-438, 2019 Jun.
Artigo em Alemão | MEDLINE | ID: mdl-31065737

RESUMO

Arthroscopy is a technically challenging surgical procedure with a relatively shallow learning curve compared to open procedures. To become an expert special cognitive and manual abilities have to be acquired and trained. The current situation in further medical education combined with the increasing economic pressure in the medical field does not leave enough room for a time-consuming training in arthroscopic techniques. A structured simulation training could be an alternative solution to this problem. The benefits of arthroscopic simulation training are meanwhile well documented. The complex tasks that an expert carries out during arthroscopy can be fragmented into more simple and elementary exercises and can be trained in a stress-free environment outside the operation room. An essential advantage of simulation training is the assessment of objective measurement parameters during the individual exercises. These parameters can be used to evaluate the learning process and performance of arthroscopic tasks. The aim of this review is to reflect the current state of simulation technology in arthroscopy and to show how simulator training can be meaningfully and effectively integrated into arthroscopic further training, exemplified by a modern medical further education concept.


Assuntos
Artroscopia/educação , Treinamento por Simulação/normas , Artroscopia/normas , Artroscopia/tendências , Competência Clínica , Educação de Pós-Graduação em Medicina/métodos , Educação de Pós-Graduação em Medicina/normas , Previsões , Humanos , Treinamento por Simulação/métodos , Treinamento por Simulação/tendências , Jogos de Vídeo , Realidade Virtual
17.
Acta Cir Bras ; 34(4): e201900410, 2019 Apr 29.
Artigo em Inglês | MEDLINE | ID: mdl-31038587

RESUMO

PURPOSE: To develop a silicone alternative model of tissue suture simulation to be used in the teaching of surgical technique. METHODS: Twelve alternative models of silicone for tissue suture simulation were manufactured and implemented as a tool for suture pattern training of undergraduate medical students of Universidade Federal do Amazonas. Forty-eight students participated in the research. The evaluation of the proposed model was done through a questionnaire using the Likert scale, in order to verify the student satisfaction index of the alternative resource and its performance as opposed to the model historically used in the discipline, which is to suture in cloths. RESULTS: The alternative model showed satisfactory results, especially with respect to the structural aspect, such as, better perception of anatomical planes, handling and transport. About 89.58% of positive concordant responses demonstrating expressive approval for incorporation of a complementary form of the alternative methodological proposal of the discipline of surgical technique. CONCLUSIONS: The model developed for experimental simulation of tissue sutures has proved to be a fully feasible alternative method for the training of this surgical skill. It is a simple, reproducible and low-cost model.


Assuntos
Modelos Anatômicos , Silicones , Treinamento por Simulação/métodos , Técnicas de Sutura/educação , Desempenho Acadêmico , Competência Clínica , Educação de Graduação em Medicina/métodos , Educação de Graduação em Medicina/normas , Humanos , Reprodutibilidade dos Testes , Treinamento por Simulação/normas , Estudantes de Medicina , Inquéritos e Questionários
18.
Nurse Educ Today ; 77: 77-82, 2019 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-30999063

RESUMO

BACKGROUND: Simulation has been widely adopted in nursing education, while it is difficult to evaluate the quality of simulation. AHP-Fuzzy comprehensive evaluation could be an effective method based on one a comprehensive and scientific evaluation Index system. OBJECTIVES: To evaluate the quality of simulation teaching in ⟨Fundamental Nursing Curriculum⟩ with fuzzy comprehensive method, and to provide a scientific evaluation method for the improvement of simulation teaching. DESIGN: It is a phenomenological research study. SETTINGS: The study was mainly conducted in one university in China. PARTICIPANTS: 94 second-year nursing students participated in this study. METHODS: The grade 2015 nursing undergraduate students in Peking university school of nursing as the evaluation subjects were to evaluate the simulation teaching quality on ⟨Fundamental Nursing Curriculum⟩, Fuzzy Comprehensive Evaluation method was used. RESULTS: The quality score is 73.55-100 (91.71 ±â€¯6.98) points of 94 students. According to the result of fuzzy comprehensive evaluation, the simulation teaching quality belonging to the "excellent, good, moderate, poor, very poor" of membership degree are respectively "0.6794, 0.2500, 0.00640, 0.0039, 0.0028", and by maximum membership degree of effective inspection, calculate ɑ = 2.3965, 1 ≤ ɑ < + ∞. CONCLUSIONS: The application of simulation teaching in ⟨Fundamental Nursing Curriculum⟩ proves high quality. The fuzzy comprehensive evaluation combining subjective evaluation and objective evaluation proves to be a scientific and feasible methodology in nursing education.


Assuntos
Treinamento por Simulação/normas , Adolescente , China , Currículo/normas , Currículo/tendências , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Feminino , Humanos , Masculino , Treinamento por Simulação/métodos , Estudantes de Enfermagem , Ensino/normas , Adulto Jovem
19.
Unfallchirurg ; 122(6): 418-424, 2019 Jun.
Artigo em Alemão | MEDLINE | ID: mdl-31001649

RESUMO

Numerous professional and societal developments nowadays fundamentally reduce the possibility of mastering all officially prescribed surgical training contents in sufficient quantities and in a target-oriented manner with sufficient operative internal clinical experience from the surgical daily routine. In order to learn key competences, modern simulation technology will have to be integrated into surgical training programs. A meaningful implementation requires a structured procedure for the users, individual clinics or surgical training networks. Financially, simulation is an expensive investment in training quality. The implementation of simulation technology can be a further impulse to design the structure of the continuing training landscape within the framework of a coordinated national or EU-wide overall training concept in such a way that the infrastructural, personnel and financial expenditure can be borne.


Assuntos
Ortopedia/educação , Treinamento por Simulação/métodos , Procedimentos Cirúrgicos Operatórios/educação , Traumatologia/educação , Competência Clínica , Educação de Pós-Graduação em Medicina/métodos , Educação de Pós-Graduação em Medicina/normas , Humanos , Ortopedia/normas , Admissão e Escalonamento de Pessoal , Treinamento por Simulação/normas , Procedimentos Cirúrgicos Operatórios/normas , Traumatologia/normas
20.
Nurse Educ Pract ; 36: 139-143, 2019 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-30978577

RESUMO

BACKGROUND: Self-efficacy is an individual's belief in oneself and in one's own judgment and ability to be successful in a task. Strong self-efficacy allows for the achievement of success, well-being, personal development and the diversification of skills. An individual's perception of his/her self-efficacy plays a key role in adopting behaviors and initiating and sustaining change. AIMS: The first aim of this study is to evaluate the effects of simulation-based learning on the self-efficacy and performance of first-year nursing students. The second aim is to examine students' pre- and post-scenario proficiency in their self-assessment of competence in regard to scenario objectives to compare the students' self-assessment and their instructor's assessment in terms of performance evaluations. METHODS: This semi-experimental study was conducted with sixty-five first-year nursing students. A standardized patient method was used as a simulation technique. Students' self-efficacy and their perceptions of their own competence in completing skills were measured using the General Self-Efficacy Scale and the Proficiency Assessment Form, respectively. Students' actual performance was evaluated via an Objective Structured Clinical Assessment and performance evaluation checklists. RESULTS: The mean self-efficacy score of students was 52.68 (±10.19) before the scenario and 49.59 (±12.90) post-scenario (p = .001). With regard to their scenario objectives, a decrease was observed in students' proficiency in their post-scenario self-assessment of competence. This decrease was only statistically significant in the "Establishing a safe patient unit" objective (t = 2.27; p = .03). CONCLUSIONS: We observed that self-efficacy scores declined in the post-simulation scenario. Using standardized patients in simulation training allows novice nursing students to meet a real patient and to recognize their own true self-efficacy.


Assuntos
Autoeficácia , Treinamento por Simulação/normas , Estudantes de Enfermagem/psicologia , Desempenho Profissional/normas , Adolescente , Competência Clínica/normas , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Avaliação Educacional/métodos , Feminino , Humanos , Masculino , Aprendizagem Baseada em Problemas/métodos , Aprendizagem Baseada em Problemas/normas , Treinamento por Simulação/métodos , Estudantes de Enfermagem/estatística & dados numéricos , Adulto Jovem
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