Application strategy of simulation-teaching in nursing

Abstract

The School of Nursing, University of Hong Kong has adopted the use of digital technologies, especially high-fidelity simulator, since 2009. Based on the framework from Bloom’s taxonomy and the theory from Millers pyramid, the School of Nursing adopted various simulation-teaching strategies in all clinical courses. The arrangement of these teaching strategies is according to the learning objectives, availability of time, level of students and the authenticity of the simulation scenarios. Fifteen to twenty minutes simulation activity arranges in one to two laboratory sessions of every clinical course. In recent years, simulation-teaching strategy has expanded from clinical courses to pre-clinical practicum activities and also from using a single high fidelity simulator in a nursing laboratory to using few simulators in a simulated ward. In general, the pre-clinical practicum simulation activities are designed for Year 2 to Year 5 students, according to their needs for practicum to take care of 2-3 patients at a period of time. The use of simulation teaching strategy also extends from laboratory to lecture theatre. In 2017, the School of Nursing has tried to use high fidelity simulation teaching in a class for 180 students. Simulation teaching in School of Nursing is not only for nursing profession education; it is going to include other profession as inter-professional learning. In future, the School will further develop digital education technologies by using robot, virtual reality and augmented reality in order to enhance students’ clinical competence.

香港大學護理學院自2009年開始採用高模擬模擬教學。護理學院以布盧姆分類法和米勒金字塔理論為框架，在各臨床科目加入不同種類的模擬類比教學，根據課程的目的、時間、學生的程度及情境真實性的需要進行教學安排。每個臨床科目的實驗室活動中有1~2節時長約 15~20 min的高模擬模擬活動。近年，高模擬模擬教學亦從各臨床科目擴展到臨床前實習的模擬活動， 從學生在一個實驗室中的單一高模擬模擬教學中擴展到一個模擬病房中的多個模擬模擬教學，這個擴展活動用於二年級至五年級學生臨床前實習的模擬活動，而模擬活動情境是按學生實習需要而設計。另外，模擬模擬教學也從實習室走到演講室，在2017年學院嘗試運用了高模擬模擬於一個內外科科目中的180多名學生的課堂。未來，學院將把模擬模擬教學策略從單一護理專業學習推進到跨專業學習，並通過使用機器人、虛擬實境和增強現實技術，進一步將數碼技術應用在護理教育中。