| Objective:From the perspective of cross-professional education,this study relies on Fink comprehensive curriculum design model to explore the development of the comprehensive simulation of medical cooperation training courses based on SimMan3 G,and takes students majoring in clinical medicine and nursing as research objects to verify the teaching effect of the courses,in order to develop a series of medical cooperation courses for domestic standardization.To train students’ consciousness of medical cooperation and improve students’ ability of medical cooperation and clinical thinking.Methods:1.Development of the "SimMan3 G Integrated Simulator-based Healthcare Collaboration Training" courseThe Fink comprehensive curriculum design model was used to guide the design process of the "SimMan3 G Integrated Simulator-based Healthcare Collaboration Training" course,in which the contextual elements of the course were analyzed,meaningful learning objectives,teaching activities,and feedback and assessment procedures were designed in the first stage;the course structure was designed,effective learning strategies were selected,and a general plan for course learning was formed in the second stage;the course grading system was established,possible problems were fully considered,a course outline was written,and a course and teaching evaluation were planned in the third stage.The third level involves establishing a course grading system,giving due consideration to possible problems,writing a course syllabus,and planning for course and instructional assessment.2.Implementation of the "SimMan3 G Integrated Simulator-based Healthcare Collaboration Training" courseThe curriculum implementation used a recruitment method to select 22 students from Year3 of a four-year nursing program in 2019 and Year 4 of a five-year clinical medicine program in2018 at a university as the study population to form a teaching class to teach the healthcare collaboration training course.Before the teaching intervention,students’ general information,attitude toward healthcare cooperation,and critical thinking ability were investigated and analyzed,and after the intervention,changes in students’ attitudes toward healthcare cooperation and critical thinking ability were analyzed in the form of a pre-post control,and the simulated teaching practice scale,satisfaction and self-confidence scale,and guided feedback experience scale were given to students,and combined with the results of semi-structured interviews with students,to comprehensively evaluate the healthcare cooperation training The teaching effectiveness of the course.Results:1.Completed the course development under the guidance of Fink comprehensive course design model,which laid the foundation for the later implementation of high simulation teaching practice activities for medical cooperation.2.After the course teaching intervention,the total score of the medical cooperation attitude scale of students was higher than that before the teaching,and the difference was statistically significant(t=-7.135,P<0.01).Among them,the scores of common education and teamwork(t=-3.247,P=0.002),nurses’ job autonomy(t=-1.782,P=0.000)and doctors’ dominance(t=-6.768,P=0.000)were significantly higher than those before teaching.3.After course teaching intervention,the total score of students’ critical thinking ability was higher than that before teaching,and the difference was statistically significant(t=-4.635,P<0.01).Among the seven dimensions of the questionnaire,there was no statistical difference in the scores of openness(t=-0.123,P=0.903)and cognitive maturity(t=-1.600,P=0.117),while there was statistical difference in the scores of the other dimensions,namely,searching for the truth(t=-3.052,P=0.004),analytical ability(t=-2.561,P=0.014),systematization ability(t=-3.491,P=0.001),critical thinking confidence(t=-4.024,P=0.000),intellectual curiosity(t=-5.318,P=0.000).4.After class,the scores of all students were(79.19±5.12)points,including 1 student who scored ≥90.01,7 students who scored 80.01 ～ 90,12 students who scored 70.01 ～ 80,and 2students who scored 60.01 ～ 70.The overall score was higher.5.After the course teaching intervention,the results showed that the students had a higher degree of satisfaction with the course(4.44±0.37 points)and gained a higher degree of selfconfidence(4.16±0.33 points);Students have high evaluation on the four dimensions of teaching practice,and the score of multiple learning styles(4.41±0.40 points)is the highest among the four dimensions.In the whole process evaluation of guided feedback implementation,the score of connection dimension of learning and acquiring knowledge(4.23±0.61 points)was the highest among the four dimensions.6.The semi-structured interview results show that the student-centered medical cooperation training course is conducive to promoting students’ active learning and improving their medical cooperation ability and clinical thinking ability.Conclusion:1.Relying on the Fink comprehensive curriculum design model,we completed the development of the SimMan3 G integrated simulator-based healthcare cooperation training curriculum,which provides some reference value for the development of a standardized curriculum in nursing and other medical fields.2.After teaching the SimMan3 G integrated simulator-based healthcare cooperation training course,students’ attitudes toward healthcare cooperation were improved,and students’ healthcare cooperation and clinical thinking skills were enhanced.3.The SimMan3 G integrated simulator-based healthcare cooperation training course has obtained high satisfaction and self-confidence evaluation from students,which is worthy of further application and promotion.4.The SimMan3 G integrated simulator-based healthcare cooperation training course follows the best practice principles to a high degree,and the guided feedback session plays an active role in the course. |
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