Application of autonomic skills intensive training in simulation teaching among nursing students

Abstract

Objective To explore the effects of autonomic skills intensive training in simulation teaching among nursing students. Methods From September 2014 to May 2017, we selected 159 nursing undergraduates of school of nursing in Capital Medical University as subjects by purposive sampling. A total of 73 students from the class of 2010 and 2011 were selected in control group received problem-based learning (PBL) combined with simulation teaching; 86 students from the class of 2012 and 2013 were set in experimental group attending autonomic skills intensive training in self-management simulation laboratory before simulation teaching. We compared the comprehensive theoretical knowledge achievements, objective structured clinical examination achievements and effects evaluation on simulation teaching central laboratory of nursing students between two groups. Results At the end of the course of adult nursing, the physical examination, scenarios simulation, fundamental nursing skills and professional nursing operation of nursing students in experimental group were higher than those in control group with statistical differences (P<0.05) . Pearson correlation analysis showed the time of autonomic skills intensive training had positive correlations with the scores of comprehensive theoretical knowledge, physical examination, scenarios simulation, fundamental nursing skills and professional nursing operation (P<0.01) . There were 74 nursing students with the thought that opening simulation teaching central laboratory could improve their self-confidence. Conclusions The comprehensive achievements and self-confidence of nursing students can be improved by autonomic skills training and actively participating in lab management. Key words: Students, nursing; Teaching; Autonomic learning; Open laboratory; Skill training; Simulation