對於護理人員而言， 臨床實習所經歷的真實情景與護理課堂所傳授的相距頗遠，因此，學理與臨床無法配合是當前護理生的學習困擾之一，而國內外研究亦指出模擬教學已被認定在臨床教學上為一種有效的方法。
本研究希望透過兒科急性腸胃炎之情境模擬式數位教材設計不同回饋版本，針對某大學護理科四年級學生進行實證教學研究，探討該數位教材之（1）回饋內容類型－結果回饋知識（knowledge of results feedback）和正確反應知識（knowledge of the correct response）以及（2）提供回饋時機－立即回饋（immediately feedback）及延遲回饋（delay feedback）的不同回饋組合是否對於學習成效有顯著差異? 並探討研究對象使用不同回饋設計版本之後，對教材的觀感差異狀況。
研究結果發現：（1）情境模擬式數位教材的不同回饋內容及不同回饋時機，對學習成效無交互作用。（2）不同回饋內容對學習成效有顯著差異，可推論提供回饋解說的教材版本有助提高後測成績。（3）不同回饋時機對學習成效無顯著差異，顯示立即回饋或延遲回饋，對後測成績無顯著影響。(4) 使用不同回饋版本的學生對教材觀感態度無顯著差異，根據問卷統計，發現無論使用哪一種版本，其對教材滿意度皆有很高的評價。

The reality, stress and anxiety occurred in clinical experience is quite different from what happened in nursing school. Simulation is one of effective instructional intervention for pre-service nursing educaiton.
The purpose of this research is to identify the effects of feedback design on situational simulatiom courseware. Based upon two aspects of feedback design, naming feedback format (knowledge of results feedback vs. knowledge of the correct response) and feedback timing (immediately feedback vs. delay feedback), four versions of situational simulation courseware were developed and were implemented to a junior college nursing students.
The following points were found in this study:
1. There was no significant difference on the interaction of the the target students’ learning outcomes between the different feedback design types of ‘feedback format’ and ‘feedback timing’.
2. There was significant difference on the target students’ learning outcomes of the comparing feedback design types between ‘knowledge of results feedback’ and ‘knowledge of the correct response’.
3. There was no significant difference on the the target students’ outcomes of the comparing feedback design types between ‘immediately feedback’ and ‘delay feedback’.
4. There was no significant difference on the the target students’ outcomes of the learning attitudes survey, comparing feedback design types.

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