Contenuto dell'articolo principale

Abstract

Introduzione: La simulazione nel contesto del laboratorio didattico sta divenendo un'importante metodologia di apprendimento, in quanto consente di riprodurre situazioni clinico-assistenziali realistiche. Tali attivití  formative professionalizzanti favoriscono lo sviluppo di abilití  cognitive, affettive e psicomotorie in un contesto pedagogico sicuro e privo di rischi, ma richiedono di essere valutate con strumenti validi e affidabili.

Obiettivo: indagare il grado di soddisfazione degli studenti di un Corso di Laurea in Infermieristica del nord Italia riguardo le esercitazioni con simulatori statici e ad alta fedeltí  e i casi clinici.

Metodo: è stato condotto uno studio osservazionale prospettico che ha coinvolto un campione non probabilistico di 51 studenti del terzo anno durante tutto l'a.a. 2013/14. Lo strumento di raccolta dati si compone dei 3 questionari Student Satisfaction and Self-confidence in Learning Scale, Educational Practices Questionnaire, Simulation Design Scale e di 3 domande sulla soddisfazione complessiva. L'analisi statistica è stata condotta con i programmi SPSS 20.0 ed Excel di Office 2003.

Risultati e Conclusioni: il tasso di risposta ottenuto è dell'89,5%. L'Alfa di Cronbach, ha evidenziato un'affidabilití  interna ottima (α= .982). Gli studenti sono stati complessivamente soddisfatti delle attivití  svolte nel laboratorio didattico, dimostrando più entusiasmo per la simulazione con i manichini statici (71%) e con i simulatori ad alta fedeltí  (60%), attivití  per le quali hanno avvertito un significativo coinvolgimento e apprendimento attivo. La didattica con i casi clinici ha ottenuto un grado di soddisfazione minore (38%) e per questo metodo si è riscontrato il maggior numero di elementi di debolezza.

Parole chiave: studenti infermieri, simulazione, strategia di apprendimento attivo, simulatori ad alta fedeltí , soddisfazione

Learning in clinical simulation: observational study on satisfaction perceived by students of nursing


Introduction: Simulation in the context of the educational workshop is becoming an important learning method, as it allows to play realistic clinical-care situations. These vocational training activities promote the development of cognitive, affective and psychomotor skills in a pedagogical context safe and risk-free, but need to be accounted for using by valid and reliable instruments.

Aim: To inspect the level of satisfaction of the students of a Degree in Nursing in northern Italy about static and high-fidelity exercises with simulators and clinical cases.

Method: A prospective observational study has been conducted involving a non-probabilistic sample of 51 third-year students throughout the academic year 2013/14. The data collection instrument consists of three questionnaires Student Satisfaction and Self-confidence in Learning Scale, Educational Practices Questionnaire, Simulation Design Scale and 3 questions on overall satisfaction. Statistical analysis was performed with SPSS 20.0 and Office 2003 Excel.

Results and Conclusions: The response rate of 89.5% is obtained. The Cronbach Alfa showed a good internal reliability (α = .982). The students were generally satisfied with the activities carried out in the teaching laboratory, showing more enthusiasm for the simulation with static mannequins (71%) and with high-fidelity simulators (60%), activities for which they have experienced a significant involvement and active learning. The teaching with clinical cases scored a lesser degree of satisfaction (38%) and for this method it was found the largest number of elements of weakness.

Keywords: nursing students, simulation, strategy of active learning, high-fidelity simulators, satisfaction.


Dettagli dell'articolo

Come citare
Rubbi, I., Ferri, P., Andreina, G., & Cremonini, V. (2016). L’apprendimento clinico in simulazione: studio osservazionale sulla soddisfazione percepita dagli studenti di infermieristica. PROFESSIONI INFERMIERISTICHE, 69(2). Recuperato da https://www.profinf.net/pro3/index.php/IN/article/view/245

Riferimenti

  • Arthur, C., Levett-Jones, T., & Kable. A. (2013). Quality indicators for the design and implementation of simulation experiences: a Delphi study. Nurse Education Today, 33(11), 1357-61.
  • Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating Nurses: A Call for Radical Transformation. San Francisco: Jossy-Bass.
  • Berragan, L. (2014). Learning nursing through simulation: A case study approach towards an expansive model of learning. Nurse Education Today, 34(8), 1143-8.
  • Bland, A.J., Topping, A., & Wood, B. (2011). A concept analysis of simulation as a learning strategy in the education of undergraduate nursing students. Nurse Education Today, 31(7), 664-70.
  • Bray, B., Schwartz, C.R., Weeks, D.L. & Kardong-Edgren, S. (2009). Human patient simulation technology: perceptions from a multidisciplinary sample of health care educators. Clinical Simulation in Nursing, 5(4), e145-e150.
  • Bremner, M.N., Aduddell, K., Bennett, D.N., & VanGeest, J.B. (2006). The use of human patient simulators: best practices with novice nursing students. Nurse Educator, 31(4), 170-4.
  • Butler, K. W., Veltre, D. E., & Brady, D. (2009). Implementation of active learning pedagogy comparing low-fidelity simulation versus highfidelity simulation in pediatric nursing education. Clinical Simulation in Nursing, 5(4), e129-e136.
  • Cant, R.P., & Cooper, S.J. (2010). Simulation-based learning in nurse education: systematic review. Journal of Advanced Nursing, 66(1), 3-15.
  • Carpenito, L.J., & Moyet, L.J. (2011). Piani di assistenza infermieristica e documentazione. Diagnosi infermieristiche e problemi collaborativi. Milano: Casa Editrice Ambrosiana.
  • Cremonini, V., Ferri, P., Artioli, G., Sarli, L., Piccioni, E., & Rubbi, I. (2015). Nursing students' experiences of and satisfaction with the clinical learning environment: the role of educational models in the simulation laboratory and in clinical practice. Acta Biomedica for Health Professions, 86, S. 3, 194-204.
  • Ewertsson, M., Allvin, R., Holmstrí¶m, I.K., & Blomberg, K. (2015). Walking the bridge: Nursing students' learning in clinical skill laboratories. Nurse Education in Practice, 15(4), 277-83.
  • Feingold, C.E., Calaluce, M., & Kallen, M.A. (2004). Computerized patient model and simulated clinical experiences: evaluation with baccalaureate nursing students. The Journal of Nursing Education, 43(4), 156-63.
  • Flood, L.S., & Robinia, K. (2014). Bridging the gap: strategies to integrate classroom and clinical learning. Nurse Education in Practice, 14(4), 329-32.
  • Foronda, C., Liu, S., & Bauman, E.B. (2013). Evaluation of Simulation in Undergraduate Nurse Education: An Integrative Review. Clinical Simulation in Nursing, 9, e409-e416.
  • Franklin, A.E., Burns, P., & Lee, C.S. (2014). Psychometric testing on the NLN Student Satisfaction and Self-Confidence in Learning, Simulation Design Scale, and Educational Practices Questionnaire using a sample of pre-licensure novice nurses. Nurse Education Today, 34(10), 1298-1304.
  • Gantt, L.T. (2010). Using the Clark Simulation Evaluation Rubric with associate degree and baccalaureate nursing students. Nursing Education Perspectives, 31(2), 101-5.
  • Haraldseid, C., Friberg, F., & Aase, K. (2015). Nursing students' perceptions of factors influencing their learning environment in a clinical skills laboratory: A qualitative study. Nurse Education Today, 35(9), e1-6.
  • Harder, B.N. (2010). Use of simulation in teaching and learning in health sciences: a systematic review. The Journal of Nursing Education, 49(1), 23-8.
  • Herdman, T.H., & Kamitsuru, S. (2015). NANDA INTERNATIONAL, DIAGNOSI INFERMIERISTICHE. Definizioni e Classificazione 2015-2017. Milano: Casa Editrice Ambrosiana.
  • Houghton, C.E., Casey, D., Shaw, D., & Murphy, K. (2012). Staff and students' perceptions and experiences of teaching and assessment in Clinical Skills Laboratories: interview findings from a multiple case study. Nurse Education Today, 32(6), e29-34.
  • Jeffries, P.R. & Rizzolo, M.A. (2006). Designing and Implementing Models for the Innovative Use of Simulation to Teach Nursing Care of Ill Adults and Children: A National, Multi-Site, Multi-Method Study. New York, NY: National League for Nursing.
  • Jeffries, P.R. (2005). A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26(2), 96-103.
  • Khalaila, R. (2014). Simulation in nursing education: an evaluation of students' outcomes at their first clinical practice combined with simulations. Nurse Education Today, 34(2), 252-8.
  • Lasater, K. (2007). High-fidelity simulation and the development of clinical judgment: students' experiences. Journal of Nursing Education, 46(6), 269-76.
  • Lee, J. & Oh, P.J. (2015). Effects of the Use of High-Fidelity Human Simulation in Nursing Education: Meta-Analysis. Journal of Nursing Education, 54(9), 501-7.
  • Leigh, G.T. (2008). High-fidelity patient simulation and nursing students' self-efficacy: a review of the literature. International Journal of Nursing Education Scholarship, 5(Article 37).
  • Liaw, S.Y., Scherpbier, A., Rethans, J.J., & Klainin-Yobas, P. (2012). Assessment for simulation learning outcomes: a comparison of knowledge and self-reported confidence with observed clinical performance. Nurse Education Today, 32(6), e35-9.
  • Magnani, D., Di Lorenzo, R., Bari, A., Pozzi, S., Del Giovane, C., & Ferri, P. (2014). The undergraduate nursing student evaluation of clinical learning environment: an Italian survey. Professioni Infermieristiche, 67(1), 55-61.
  • McCaughey, C.S., & Traynor, M.K. (2010). The role of simulation in nurse education. Nurse Education Today, 30(8), 827-832.
  • Meyer, T., & Xu, Y. (2005). Academic and clinical dissonance in nursing education: are we guilty of failure to rescue? Nurse Educators, 30(2), 76-9.
  • Ministro dell'Istruzione, dell'Universití e della Ricerca, Ministro del Lavoro, della Salute e delle Politiche sociali. Decreto Interministeriale 19 febbraio 2009. Determinazione delle classi delle lauree delle professioni sanitarie. Available from: http://attiministeriali.miur.it
  • /anno-2009/febbraio/di-19022009.aspx
  • Mikkelsen, J., Reime, M.H., & Harris, A.K. (2008). Nursing students' learning of managing cross-infections--scenario-based simulation training versus study groups. Nurse Education Today, 28(6), 664-71.
  • Morgan, R. (2006). Using clinical skills laboratories to promote theory–practice integration during first practice placement: an Irish perspective. Journal of Clinical Nursing, 15(2), 155-61.
  • Norman, L., Buerhaus, P.I., Donelan, K., McCloskey, B., & Dittus, R. (2005). Nursing students assess nursing education. Journal of Professional Nursing, 21(3), 150-8.
  • Nunnally, J.C., & Bernstein, I.H. (1994). Psychometric Theory. New York: McGraw-Hill.
  • Papastavrou, E., Lambrinou, E., Tsangari, H., Saarikoski, M., & Leino-Kilpi, H. (2010). Student nurses experience of learning in the clinical environment. Nurse Education in Practice, 10(3), 176-82.
  • Reilly, A., & Spratt, C. (2007). The perceptions of undergraduate student nurses of high-fidelity simulation-based learning: a case report from the University of Tasmania. Nurse Education Today, 27(6), 542-50.
  • Roh, Y.S., Lim, E.J. (2014). Pre-course simulation as a predictor of satisfaction with an emergency nursing clinical course. International Journal of Nursing Education Scholarship, 2014; 11.
  • Rushforth, H.E. (2007). Objective structured clinical examination (OSCE): Review of literature and implications for nursing education, Nurse Education Today, 27(5), 481- 90.
  • Salminen, L., Stolt, M., Saarikoski, M., Suikkala, A., Vaartio, H., & Leino-Kilpi, H. (2010). Future challenges for nursing education--a European perspective. Nurse Education Today, 30(3), 233-8.
  • Shin, S., Park, J.H., & Kim, J.H. (2015). Effectiveness of patient simulation in nursing education: meta-analysis. Nurse Education Today, 2015; 35(1), 176-82.
  • Sittner, B.J., Schmaderer, M., Zimmerman, L., Hertzog, M., & George, B. (2009). Rapid response team simulated training for enhancing patient safety (STEPS). Clinical Simulation in Nursing, 5(3), e119-e127.
  • Sundler, A.J., Pettersson, A., & Berglund, M. (2015). Undergraduate nursing students' experiences when examining nursing skills in clinical simulation laboratories with high-fidelity patient simulators: A phenomenological research study. Nurse Education Today, 35(12), 1257-61.
  • Szpak, J.L., & Kameg, K.M. (2013). Simulation decreases nursing student anxiety prior to communication with mentally ill patients. Clinical Simulation in Nursing, 9, e13–e19.
  • Tosterud, R., Hedelin, B., & Hall-Lord, M.L. (2013). Nursing students' perceptions of high- and low-fidelity simulation used as learning methods. Nurse Education in Practice, 13(4), 262-70.
  • Ward-Smith, P. (2008). The effect of simulation learning as a quality initiative. Urologic Nursing, 28(6), 471-3.