目的:探讨高保真模拟(HFS)在本科护理教育中的应用效果。
方法:随机对照试验和准实验的荟萃分析。
方法:WebofScience,PubMed,Embase,科克伦图书馆,万方,和CNKI在2021年5月28日之前搜索以英文和中文发表的合格文章。
方法:将定量干预研究的质量评估检查表应用于质量评估。使用随机效应模型汇集标准平均差(SMD)。的个体和组合干预效果估计的结果在森林地块中显示,重量,SMD,其相应的95%置信区间(CI),Z-test,p,I2.
结果:纳入了38项研究,分析了37项。高保真模拟(HFS)显示知识的效应大小显著较大(SMD=0.89,95%CI[0.54至1.23]),技能(SMD=0.93,95%CI[0.69至1.17]),协作(SMD=0.52,95%CI[0.26至0.78]),与其他教学方法相比,关怀(SMD=1.40,95%CI[0.23至2.58])和学习兴趣(SMD=0.85,95%CI[0.00至2.04])。然而,在批判性思维方面,HFS与其他教学方法之间没有显着差异(SMD=0.46,95%CI[-1.12至1.58]),显示了自信心(SMD=0.22,95%CI[-0.32,0.75])和学习满意度(SMD=0.58,95%CI[-0.25,1.41]).
结论:高保真模拟(HFS)可以更有效地培养知识,技能,合作,关怀,护理本科生的学习兴趣。由于HFS在培养本科护生批判性思维方面与其他教学方法相当,自信和学习满意度,护理教育者可以根据实际情况选择最合适的方法来达到预期的学习成果。
OBJECTIVE: To explore the effectiveness of high-fidelity simulation (HFS) in undergraduate nursing education.
METHODS: A meta-analysis of randomized controlled trials and quasi-experiment.
METHODS: Web of Science, PubMed, Embase, Cochrane Library, WANFANG, and CNKI were searched for eligible articles published in English and Chinese until May 28, 2021.
METHODS: The Quality Appraisal Check-list for Quantitative Intervention Studies was applied to the quality evaluation. Standard mean differences (SMD) were pooled using a random effects model. The results of the individual and combined intervention effects estimation of was displayed in a forest plot, with weight, SMD, its corresponding 95% confidence interval (CI), Z-test, p, I2.
RESULTS: Thirty-eight studies were included and 37 were analyzed. High-fidelity simulation (HFS) revealed significantly larger effect sizes for knowledge (SMD = 0.89, 95% CI [0.54 to 1.23]), skill (SMD = 0.93, 95% CI [0.69 to 1.17]), collaboration (SMD = 0.52, 95% CI [0.26 to 0.78]), caring (SMD = 1.40, 95% CI [0.23 to 2.58]) and learning interest (SMD = 0.85, 95% CI [0.00 to 2.04]) when compared with other teaching methods. However, no significant difference between HFS and other teaching methods in critical thinking (SMD = 0.46, 95% CI [-1.12 to 1.58]), self-confidence (SMD = 0.22, 95% CI [-0.32 to 0.75]) and learning satisfaction (SMD = 0.58, 95% CI [-0.25 to 1.41]) was shown.
CONCLUSIONS: High-fidelity simulation (HFS) can more effectively cultivate knowledge, skills, collaboration, caring, and learning interest of undergraduate nursing students. Since the effect of HFS is equivalent to other teaching methods in cultivating undergraduate nursing students\' critical thinking, self-confidence and learning satisfaction, nursing educators can choose the most appropriate methods to achieve the intended learning outcomes according to the actual situation.