@文章{信息:doi/10.2196/11529，作者="帕迪利哈，何塞·米格和马沙多，保罗·普加和里贝罗，Ana和拉莫斯，何塞·科斯塔，帕特罗"，标题="护理教育中的临床虚拟模拟:随机控制试验"，期刊="J Med Internet Res"，年="2019"，月="3"，日="18"，卷="21"，数="3"，页数="e11529"，关键词="临床虚拟模拟;护理教育;虚拟病人;背景:在医疗保健领域，知识和临床推理是决定决策质量和信心的关键。知识和临床推理的发展不仅受到学生内在因素的影响，还受到外部因素的影响，如对教学内容、教学资源和教学方法的满意度，以及所提出的目标和挑战的性质。如今，教授扮演着学习促进者的角色，而不是简单的“讲师”，他们将学生视为积极的学习者，能够将个人意义归因于他们的个人目标、挑战和经验，从而随着时间的推移建立自己的知识。健康模拟技术的创新导致了临床虚拟模拟。临床虚拟模拟是在计算机屏幕上再现现实，由真人操作模拟系统。这是一种通过在各种临床环境中使用虚拟患者锻炼运动控制技能、决策技能和沟通技能，将人置于中心角色的模拟。临床虚拟模拟可以提供一种教学策略，并可以作为知识保留、临床推理、提高学习满意度以及最终提高自我效能的促进者。 However, little is known about its effectiveness with regard to satisfaction, self-efficacy, knowledge retention, and clinical reasoning. Objective: This study aimed to evaluate the effect of clinical virtual simulation with regard to knowledge retention, clinical reasoning, self-efficacy, and satisfaction with the learning experience among nursing students. Methods: A randomized controlled trial with a pretest and 2 posttests was carried out with Portuguese nursing students (N=42). The participants, split into 2 groups, had a lesson with the same objectives and timing. The experimental group (n=21) used a case-based learning approach, with clinical virtual simulator as a resource, whereas the control group (n=21) used the same case-based learning approach, with recourse to a low-fidelity simulator and a realistic environment. The classes were conducted by the usual course lecturers. We assessed knowledge and clinical reasoning before the intervention, after the intervention, and 2 months later, with a true or false and multiple-choice knowledge test. The students' levels of learning satisfaction and self-efficacy were assessed with a Likert scale after the intervention. Results: The experimental group made more significant improvements in knowledge after the intervention (P=.001; d=1.13) and 2 months later (P=.02; d=0.75), and it also showed higher levels of learning satisfaction (P<.001; d=1.33). We did not find statistical differences in self-efficacy perceptions (P=.9; d=0.054). Conclusions: The introduction of clinical virtual simulation in nursing education has the potential to improve knowledge retention and clinical reasoning in an initial stage and over time, and it increases the satisfaction with the learning experience among nursing students. ", issn="1438-8871", doi="10.2196/11529", url="//www.mybigtv.com/2019/3/e11529/", url="https://doi.org/10.2196/11529", url="http://www.ncbi.nlm.nih.gov/pubmed/30882355" }