ORIGINAL RESEARCH article
Front. Public Health
Sec. Public Health Education and Promotion
Volume 12 – 2024 |
doi: 10.3389/fpubh.2024.1400135
Provisionally accepted
School of Nursing and Health Management, Shanghai University of Medicine and Health Sciences, Shanghai, China
Objectives: Simulations are increasingly being offered as part of the educational experience of healthcare students. We used a Health Management Scenario Simulation system to create a course. This study aimed to evaluate learning gains before and after the course.
Methods: Based on the learning strategies of framing, simulation, and debriefing, the Health Management Scenario Simulation course lasted four weeks and was conducted online. Learning gain was assessed using a comparative self-assessment questionnaire administered electronically at the beginning and end of the course. We organized focus group interviews and collected quantitative data after students completed the simulations and the questionnaire. These data were subjected to descriptive statistical analysis and thematic grouping using frequency counting.
Results: There were 195 health management students enrolled in the course. In total, 265 anonymously completed questionnaires were received, 141 (72.31%) on the pre-simulation and 124 (63.59%) on the post-simulation. All questionnaire item gain values were positive, except the item “I can identify common health risk factors,” which showed no change. The skills domain showed the highest learning gain, ranging from 16% to 22%. Six students participated in the focus-group study. The main themes that emerged from students’ reflections were learner-centeredness, competencies, and career development.
Conclusions: Students acquired health management skills through the simulation, which contributed to the development of basic attitudes and skills in their professional careers. Students’ comments highlighted the value of practicing health management skills in a simulated environment.
Keywords:
Simulation-based education, healthcare, Learning gain, Health management, Medical Education
Received:
09 May 2024;
Accepted:
17 Sep 2024.
Copyright:
© 2024 GU, ZHAO, BAI, SUN and ZHU. This is an
open-access article distributed under the terms of the
Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted,
provided the original author(s) or licensor are credited and that the
original publication in this journal is cited, in accordance with accepted
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* Correspondence:
Fang ZHAO, School of Nursing and Health Management, Shanghai University of Medicine and Health Sciences, Shanghai, China
Jie BAI, School of Nursing and Health Management, Shanghai University of Medicine and Health Sciences, Shanghai, China
Shanshan SUN, School of Nursing and Health Management, Shanghai University of Medicine and Health Sciences, Shanghai, China
Aiyong ZHU, School of Nursing and Health Management, Shanghai University of Medicine and Health Sciences, Shanghai, China
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