Virtual Patient Cases for Active Student Participation in Nursing Education —Students’ Learning Experiences
Virtual Patient Cases for Active Student Participation in Nursing Education —Students’ Learning Experiences
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学生积极参与护理教育的虚拟病人案例——学生的学习经历
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
S. Karlsson
中科院分区：
文献类型：
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作者：
Elenita Forsberg;Berit Bäcklund;Eva Hjort Telhede;S. Karlsson
虚拟病人案例（VP案例）促进了临床推理的学习、教学和评估，并能激发和激励护理教育中的积极学习经验。本研究目的在探讨学生临床推理学习经验之运用，以促进学生积极参与护理教育。在护理研究生课程中使用VP案例进行干预后，从学生中收集了174份评估问卷。问卷由开放式问题组成，涵盖了学生使用VP案例的学习经验。采用演绎内容分析法，侧重于学生的学习经验。结果表明，使用VP的情况下提供了一个全面的病人，鼓励学生拓宽他们的思维，并帮助他们得出结论，并在结构化解决问题。副总裁的案例也激发了他们的学习过程和反思。他们的知识受到挑战，这促使他们寻找更多的知识，然后在VP病例中进行随访。学生们发现，VP的情况下提供了支持，在翻译理论知识转化为临床推理，他们促进了理论在实践中的应用，并鼓励学生使用他们的临床推理。VP病例允许自我评价，这是一种激励力量，并提高了他们对临床推理能力的认识。从VP案例的学习经验似乎适用于高等教育，似乎特别有用，使护理专业的学生在临床实践中应用理论。经验学习理论支持临床推理中VP案例的学习经验。此外，与副总裁的情况下工作似乎促进积极的学生参与。
Virtual Patient cases (VP cases) promote learning, teaching, and assessment of clinical reasoning and can stimulate and motivate active learning experiences in nursing education. The aim of the study was to investigate the use of VP cases for active student participation in nursing education regarding students’ learning experiences of clinical reasoning. After an intervention using VP cases in the graduate nursing program, 174 evaluation questionnaires were collected from the students. The questionnaire consisted of open-ended questions that covered students’ learning experiences using VP cases. Deductive content analysis was used with a focus on the students’ learning experiences. The results showed that the use of the VP cases provided a comprehensive view of the patient and encouraged the students to broaden their thinking and helped them in drawing conclusions and in structuring their problem-solving. The VP cases also stimulated their learning process and reflection. Their knowledge was challenged, and this motivated them to search for more knowledge that was then followed up in the VP cases. The students found that the VP cases provided support in translating theoretical knowledge into clinical reasoning, and they facilitated the application of theory in practice and encouraged the students to use their clinical reasoning. The VP cases allowed for self-evaluation, which was a motivating force and increased their awareness of their abilities for clinical reasoning. Learning experiences from VP cases seem to be applicable in higher education and seem especially useful in enabling nursing students to apply theory in their clinical practice. Experiential learning theory supports the learning experiences from VP cases in clinical reasoning. In addition, working with VP cases seems to promote active student participation.