Expanding Simulation Capacity: Senior-Level Students as Teachers
Expanding Simulation Capacity: Senior-Level Students as Teachers
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DOI：
10.3928/01484834-20150814-06
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发表时间：
2015-09-01
影响因子：
2
通讯作者：
Duffy, Nancy D.
中科院分区：
文献类型：
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作者：
Dumas, Bonnie P.;Hollerbach, Ann D.;Duffy, Nancy D.
背景：本研究以某护理学预科项目为研究对象，考察高师护生对低师护生进行模拟学习的有效性。模拟需要在教师的时间和精力可观的财政资源。从理论上讲，在同伴辅助模拟中使用高年级学生作为低年级学生学习健康评估临床技能的教师，可以提供与教师教师同等有效的学习体验。方法：将60名初中生随机分为20名高年级学生或护理教师进行模拟学习。结果：初中生临床表现评估、模拟后述职评估和对模拟学习体验的满意度表明，高年级护生与教师模拟讲师同等有效。结论：研究结果表明，采用“培训讲师”模式的“高年级学生当教师”项目成功地将学生培养为模拟讲师，并有可能减少教师的时间和成本，并增强学生的同伴学习。
Background: The effectiveness of using senior-level nursing students as teachers to junior-level students in simulated learning was examined in a prelicensure nursing program. Simulation requires considerable financial resources in faculty time and effort. It was theorized that using senior students as teachers for junior students in peer-assisted simulation for learning health assessment clinical skills would offer an equally effective learning experience as faculty instructors. Method: A total of 60 junior-level students were randomized into a simulated learning experience taught by 20 senior-level students or nursing faculty. Results: Evaluation of junior students' clinical performance, postsimulation debriefing assessment, and satisfaction with the simulation learning experience indicated that senior nursing students were equally effective as faculty simulation instructors. Conclusion: Findings suggest that the Senior Students as Teachers program, using the train-the-trainer model, was successful in preparing students as simulation instructors and has the potential for reducing faculty time and cost, as well as enhance student peer-to-peer learning.