摘要
Simulation-based teaching ingredients actual patient encounters with high fidelity simulators, mimicking real-time patient scenarios in a realistic, controlled environment. This study examined the effect of the simulation on nursing students’ knowledge of adult nursing course before and after simulation sessions. An experimental, one-group (pretest-posttest) design was used. A convenience sample of nursing students enrolled in adult nursing course (n = 102) attended the 8 simulation scenarios. A paired t-test indicated that posttest mean knowledge of adult nursing course was higher than pre-course;however, simulation is significantly effective in helping to improve nursing students’ knowledge.
Simulation-based teaching ingredients actual patient encounters with high fidelity simulators, mimicking real-time patient scenarios in a realistic, controlled environment. This study examined the effect of the simulation on nursing students’ knowledge of adult nursing course before and after simulation sessions. An experimental, one-group (pretest-posttest) design was used. A convenience sample of nursing students enrolled in adult nursing course (n = 102) attended the 8 simulation scenarios. A paired t-test indicated that posttest mean knowledge of adult nursing course was higher than pre-course;however, simulation is significantly effective in helping to improve nursing students’ knowledge.
