The Development of an Instructional Skill Using Simulation Based Learning

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ชนิดา ธนสารสุธี
ละมัด เลิศล้ำ
สุภาเพ็ญ ปาณะวัฒนพิสุทธิ์

Abstract

           This research and development aimed to develop an instructional skill using simulation based learning (SBL). The participants included 22 nurse instructors in Adult and Elderly nursing Department of  Boromarajonani College of Nursing, Sawanpracharak, NakhonSwan. There were four phases in the development: 1) situational analysis 2) construction and validation the model of an instructional skill using SBL, 3) enhancing an instructional skill using SBL, for nurse instructors, and 4) Evaluation. Data were collected by using questionnaire about knowledge  related to SBL. focus group and in-depth ubterviews including data analysis using descriptive statistics, t-test and content analysis.


         The results revealed that:


         1. The current context and needs of teaching and learning with SBL  found that traditional teaching was primary focused on context rather than analytical thinking and the current teaching process still cannot encourage students to apply theoretical knowledge to nursing practice, In addition, most instructors would like to learn the teaching styles that improved student performance which SBL was one of those methods of teaching that can promote the ability to apply theoretical knowledge to care for patients.


        2. The model of development of teaching skill using SBL, consults of 3 steps: 1) mind setting about teaching using SBL, 2) educating uding SBL which comprises of 8 sub-steps namely, educating overview using SBL, in depth education about simulation scenario design, simulation scenario design training, scenario critique, SBL teaching  process, SBL teaching  process training, educating learning evaluation using SBL, and SBL learing evaluation training, and 3) after action review using focus group to evalute and review all knowledge.


       3. The outcome of the development of instructor skill was found that mean scores of teachers knoeledge and understanding using SBL related to teacher developed teaching instructor skills between pretest and posttest had significant difference (t = 4.76, p-value <0.05). Moreover, 62% of learners passed the examination of nursing performance assessed by the Objective Struction Clinical Examination (OSCE) at 60%  criteria and 100% of the students stated the good level on satisfaction on teaching using SBL (= 4.10, SD = 0.44).


         In conclusion, this developed model is effective in enhancing knowledge and an Instructional Skill using simulation based learning among nursing instructors.    


 

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References

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