Objective To investigate the current tendencies of the perception of simulated learning immersion and clinical practice reflection ability of nursing interns, to explore the relationship between them, so as toinform nursing interns' clinical practice reflection and improving the quality of nursing practice. Methods In March 2023, 243 nursing interns in the 2023 session of a tertiary first-class hospital in Shandong Province were investigated with general information questionnaire, the learning immersion scale in clinical simulation and the reflection on clinical practice questionnaire for nursing students. Pearson correlation analysis and multiple linear hierarchical regression analysis were used to analyze the data. Results The total score of 243 interns' simulated learning immersion perception was (47.62±13.66), and the average score of each dimension item from high to low was cognitive assimilation (3.23±0.92), emotional inclusion (3.19±0.95), focus (3.12±0.95), and acquired experience (3.10±1.01); The total score of clinical practice reflection ability was (106.86±23.35), and the average scores of each dimension item in descending order were: dynamic career development (2.98±0.68), reflective self-management (2.98±0.67), internal motivation source (2.97±0.68), professional ability (2.97±0.67), dynamic organizational atmosphere (2.96±0.67), and challenging clinical situation (2.95±0.68). The total score of simulated learning immersion perception and its scores in various dimensions were positively correlated with the total score of clinical practice reflection ability and its scores in all dimensions (r=0.51~0.63, all P<0.05). After controlling for demographic variables, the dimensions of perception of simulated learning immersion positively predicted clinical practice reflection ability (β =0.123~0.324, all P<0.05). Conclusions Nursing interns' perception of simulated learning immersion and clinical practice reflection ability were at medium level, and the former directly affect the latter. Clinical teachers should enrich the forms of clinical simulation teaching, enhance students' immersion perception in simulation learning, and thereby promote the cultivation of their clinical practice reflection ability.
Ma Junjie
,
Wei Yulian
,
Fang Xiaojie
,
Wang Shuo
,
Yuan Jie
. A study on the relationship between the perception of simulated learning immersion and clinical practice reflection ability of nursing interns[J]. Chinese Journal of Medical Education, 2024
, 44(8)
: 597
-601
.
DOI: 10.3760/cma.j.cn115259-20230604-00560
[1] 马杰, 李秀川, 周平辉, 等. 基于岗位胜任力的OSCE教学在护理实习带教中的效果评价[J].中华全科医学,2022,20(12):2131-2133,2150. DOI: 10.16766/j.cnki.issn.1674-4152.002786.
[2] 李婷, 方雅璇, 张立力, 等. 《国际护理临床模拟教学协会最佳实践标准:模拟引导》解读[J].中华护理教育,2020,17(1):8-11. DOI: 10.3761/j.issn.1672-9234.2020.01.001.
[3] Cai L, Li YL, Hu XY, et al. Implementation of flipped classroom combined with case-based learning: a promising and effective teaching modality in undergraduate pathology education[J]. Medicine (Baltimore), 2022,101(5):e28782. DOI: 10.1097/MD.0000000000028782.
[4] 熊静, 张婕, 李馨蕊. 情景模拟教学应用于临床实习的模式探索和效果评价[J].医学教育管理,2023,9(2):191-200. DOI: 10.3969/j.issn.2096-045X.2023.02.012.
[5] 魏玉莲, 房晓杰, 马俊杰, 等. 多学科协作融合体验式教学在护理学专业本科生急诊科临床教学中的应用[J].中华医学教育杂志,2023,43(5):361-365. DOI: 10.3760/cma.j.cn115259-20220829-01086.
[6] Agrawal S, Adèle S, Bech S, et al. Defining immersion: literature review and implication for research on immersive audiovisual experiences[J]. J Audio Eng Soc, 2020, 68(6): 404-417. DOI: 10.17743/aesconv.2019.978-1-942220-31-2.
[7] Borg Sapiano A, Sammut R, Trapani J. The effectiveness of virtual simulation in improving student nurses' knowledge and performance during patient deterioration: a pre and post test design[J]. Nurse Educ Today, 2018,62:128-133. DOI: 10.1016/j.nedt.2017.12.025.
[8] 李松, 李红玉, 张艳丽, 等. 护生临床实践反思问卷的汉化及信效度检验[J].护理学杂志,2022,37(23):8-11. DOI: 10.3870/j.issn.1001-4152.2022.23.008.
[9] Bjerkvik LK, Hilli Y. Reflective writing in undergraduate clinical nursing education: a literature review[J]. Nurse Educ Pract, 2019,35:32-41. DOI: 10.1016/j.nepr.2018.11.013.
[10] Ko EJ, Nam KA, Kim EJ. Development and psychometric testing of learning immersion scale in clinical simulation: a methodological study[J]. Nurse Educ Today, 2022,113:105363. DOI: 10.1016/j.nedt.2022.105363.
[11] 陈冬, 朱崇宽, 孙洋洋, 等. 临床模拟学习沉浸感量表的汉化及信效度检验[J].护理学杂志,2023,38(4):12-15. DOI: 10.3870/j.issn.1001-4152.2023.04.012.
[12] Bijani M, Mohammadi F, Haghani F, et al. Development and psychometric evaluation of a reflection on clinical practice questionnaire for nursing students[J]. BMC Nurs, 2021,20(1):185. DOI: 10.1186/s12912-021-00705-0.
[13] Li C, Yang Y, Jing Y. Formulation of teaching strategies for graduation internship based on the experiential learning styles of nursing undergraduates: a non-randomized controlled trial[J]. BMC Med Educ, 2022,22(1):153. DOI: 10.1186/s12909-022-03221-0.
[14] 费悦. 基于心流理论的虚拟现实教学课件的研究与设计[D]. 济南: 山东建筑大学, 2022.
[15] 马丽莉, 岳鹏, 马瑞英, 等. 基于KOLB体验式学习理论的护理人文关怀课程教学设计及效果[J].医学教育管理,2023,9(2):217-223. DOI: 10.3969/j.issn.2096-045X.2023.02.016.
[16] 孙铭浛, 邸兴伟, 郝春艳, 等. 虚拟仿真技术联合PBL教学法在急危重症护理学实践教学中的应用[J].中国高等医学教育,2022(8):121-122. DOI: 10.3969/j.issn.1002-1701.2022.08.059.
[17] 何前平, 马杨君. Seminar、案例教学法联合任务驱动教学法在门诊护理教学中的应用[J].中国高等医学教育,2022(3):110,112. DOI: 10.3969/j.issn.1002-1701.2022.03.055.
[18] Plotzky C, Lindwedel U, Sorber M, et al. Virtual reality simulations in nurse education: a systematic mapping review[J]. Nurse Educ Today, 2021,101:104868. DOI: 10.1016/j.nedt.2021.104868.
