情境模擬教學與學習理論於護理教育之應用

Application of Learning Theory to Situated Simulation Teaching in Nursing Education

情境模擬教學是護理教育重要的創新教學策略，不管是護理的正規教育或是在職持續教育，模擬教學已成為培育學生具備未來臨床執業能力的重要教學和評值策略。然而，模擬教學，特別是高擬真模擬，耗時費力，如何設計課程，運用有效教學策略，達到預期學習成效，對教育者是一大挑戰。目前文獻對情境模擬教學提升學生臨床實務能力的實證依據仍不明確。應用合適的學習理論做為課程規劃的架構、探討教與學互動和不同教學策略對學生學習成效的影響，不只可印證學理，也可以發展有效的情境模擬教學模式。本文的內容旨在介紹情境模擬教學之內涵，回顧文獻中常用情境模擬教學之學習理論，說明不同學習理論之應用現況，做為日後規劃相關教學活動之參考。

The application of learning theory to situated simulation teaching is an innovative and essential teaching strategy in nursing education. Whether in formal nursing education or in continuing nursing education, simulation teaching has become a key teaching and evaluation strategy for developing medical professionals who possess practical clinical competency in clinical settings. However, the preparation of simulation teaching sessions, especially those that involve high-fi delity simulations, is time-consuming. Thus, designing a course curriculum and applying appropriate teaching strategies to achieve the desired learning outcomes is a substantial challenge for nurse educators. Empirical evidence from current studies on the application of simulation teaching for enhancing students' abilities for clinical practice remains inconsistent. Applying an appropriate learning theory as a framework, and exploring the impact of teaching and learning processes on student learningm outcomes can facilitate the identifi cation of the use of theoretical frameworks and the design of a suitable teaching model for yielding desirable outcomes. The purpose of this study was to review the learning theories most commonly used in simulation studies. The applications of such theories in simulation teaching are also discussed; therefore, the study results can serve as a reference for planning appropriate teaching activities.