護理情境模擬教案設計－以重症護理課程為例

A Scenario-based Simulation Design for Critical Care Nursing Education

10.6386/CGN.202009_31(3).0004

陳秀芳(Hsiu-Fang Chen)；賀倫惠(Lun-Hui Ho)；李香君(Hsiang-Chun Lee)；邱小鳳(Hsiao-Feng Chiu)；陳海焦(Hai-Chiao Chen)；蔡青青(Ching-Ching Tsai)

情境模擬教學 ； 教案設計 ； 重症護理 ； simulation ； scenario design ； critical care nursing

長庚護理

31卷3期（2020 / 09 / 01）

338 - 353

繁體中文

情境模擬教學是安全及重複的擬真醫療情境教學策略，以結構式教案實際模擬演練以提升護理學生照護能力。本文目的為探討重症護理情境模擬教案設計理論、設計流程及其於護理課程運用。綜合文獻及教案撰寫經驗，情境模擬教學設計須考量七個原則：具有理論架構支持、考量學生本位學習、有明確學習目標、設計擬真情境教案、情境環境場景準備、演練記錄反思回饋及老師適時引導學習等。重症護理課程情境教案撰寫則需考量六個注意事項：（1）以學生學習知識背景設計，（2）教案內容具實證護理真實性、安全性及整合性，（3）教案以病人為中心，具有連結性、循環性、包容性及跨專業性團隊合作，（4）情境演練過程具挑戰性、互動性及吸引力，（5）考量現有課程設備及配合多元媒體運用，（6）教案劇本及教學提示指引明確等，以增加學生重症護理課程情境模擬學習的擬真感、參與感、自信心及學習成效。

Simulation-based education model is a safe and repetitive teaching strategy for realistic medical situation. It uses structured teaching plans to simulate practical scenarios to enhance students' ability for nursing care. The purpose of this article is to discuss the theory, design process, and application of the simulation-based teaching plan in critical care nursing. According to the related literatures and research results of the scenario-based experience, the development of simulation-based teaching model should consider seven principles: theoretical support for the framework, consideration of student-oriented learning, having clear learning goals, designing teaching plans for realistic situation, scene preparation for simulation environment, collecting feedbacks, and timely guides provided by teachers, etc. In order to increase the sense of realism, participation, self-confidence, and learning effectiveness of simulated-based learning in critical care nursing courses, there are six precautions to be considered in the scenario design for critical care nursing courses: (1) design is based on background knowledge of students, (2) the scenario design includes empirical nursing authenticity, safety, and integration, (3) the scenario design is patient-based with connectivity, cyclic, tolerance, and trans-disciplinary teamwork, (4) the simulation process is challenging, interactive, and attractive, (5) should consider existing course equipment and usage of multiple media, (6) the teaching plans should have clear descriptions and guidelines.

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1. 楊渝惠(Yu-Hui YANG);黃心慈(Shin-Tsyr HWANG);林秀靜(Hsiu-Ching LIN);莊惠美(Huey-Meei JUANG);張韶芳(Shao-Fang CHANG);余春娣(Chun-Ti YU)(2021)。提升重症護理師於連續性腎臟替代治療之警報處理執行正確率。護理雜誌。68(6)。62-72。