Objective To explore undergraduate nursing students′ learning outcomes in actualand simulated learning environment and to compare them. Methods A convenient sample of 193 undergraduate nursing students from 4 universities in Beijing completed clinical learning environment comparison survey (CLECS). Wilcoxon signed rank test was used to compare the differences. Results The total CLECS score in actual learning environment (80.5±15.3) was higher than that in the simulated learning environment (76.6±14.1), and the difference was statistically significant (Z=-3.03, P=0.002). The scores of the four dimensions including communication, holistic, critical thinking, and teaching-learning dyad in actual learning environment were higher than those in the simulated learning environment, with the scores being (9.1±2.0) vs. (7.5±2.3), (11.4±3.2) vs. (10.3±3.4), (6.2±1.5) vs. (5.5±1.6), and (15.5±3.4) vs. (15.1±3.1), respectively, and the differences were all statistically significant (P<0.05). The score of the self-efficacy dimension in the actual learning environment (10.9±2.5) was lower than that in the simulated learning environment (11.4±2.6), and the difference was statistically significant (Z=-2.64, P=0.008). Conclusions It is recommended that nursing faculty establish clinical teaching guidelines that combine actual clinical practice with simulated clinical practice to achieve optimal results.
Jin Sanli
,
Huang Tianxiao
,
Li Jiajin
. Comparison of undergraduate nursing students′ learning outcomes in actual versus simulated learning environment[J]. Chinese Journal of Medical Education, 2023
, 43(6)
: 437
-440
.
DOI: 10.3760/cma.j.cn115259-20221018-01316
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