A
(2018·河北唐山期末)Back in the 20th century, nursing students learned how to give injections by using an orange to simulate(模拟) the skin of a patient. “We don't do that anymore，” says Lynn Richter, assistant professor at Rush University College of Nursing. Instead, 21st－century nursing students work with lifelike simulators.
Obviously, today's simulators are not the plastic dummies (人体模型) used to learn CPR. Instead, they have lifelike skin and programmable brains to simulate nearly every clinical situation a patient might present, and undergo nearly every clinical nursing procedure. They can simulate shock, a heart attack or even giving birth.
“All the nursing students have access to simulators, and they are increasingly introduced into all the courses，” says Lynn Richter. At Rush, beginning nursing students first meet the simulators in nursing management courses, where they are used to assess basic skills. This allows instructors like Richter to determine skills to focus on. By the end of the term, the students practice emergency response to life－threatening cases.
Instructors love the simulators because they present a wide variety of situations students might not otherwise experience in the clinic. The simulators also promote patients' safety. “Something is very risky. Nursing students don't get to do it until they graduate. But we can do it down in the simulative lab，” says Richter. Students love the technology, too. The addition of video technology is making learning even richer. For example, simulator sessions(研讨会) are videotaped, then reviewed and reported afterward.
New technology is on the horizon for future students to look forward to. “The major focus of the new area is 12 clinic exam rooms where students meet patient actors. It will have the same clinical communication and electronic medical record that is used in the hospital. It's a step toward creating a virtual hospital environment，” says Richter.
However, the need for students to work with real patients in a clinical setting will never go away completely. “Nothing can replace that human to human interaction，” he adds.
语篇解读：早先的护理专业学生可能要到毕业后才能真正接触实际的医学操作，而医学模拟体的出现让护理学生提前接触到高仿真的“病人”。医学模拟体不仅为学生提供真实的操作环境，并且可以提高实际操作的安全性。
1．What is the advantage of the lifelike simulators?
A．They can be used to treat a heart attack.
B．They can be programmed to move around.
C．They perform the task of nursing students.
D．They produce more possible clinical situations.
[解析] 细节理解题。从第四段第一句可知，医学模拟体为学生们提供了只有在临床时才能经历的情景。故选D项。
[答案] D
2．What does the word “This” in Paragraph 3 refer to?
A．The introduction of all the courses.
B．The use of lifelike simulators.
C．The evaluation of basic skills.
D．The practice of emergency response.
[解析] 词义猜测题。由画线词前一句可知，初级护理学生首次见到医学模拟体是在护理管理课上，这门课是用来评价基本技能的。因此选C项，This指对基本技能的评估。
[答案] C
3．What is mainly conveyed in Paragraph 4?
A．Students experience fewer situations in the clinic.
B．Simulator sessions are often held to instruct students.
C．The addition of video technology ensures patients' safety.
D．Instructors, students and patients benefit from the
simulators.
[解析] 主旨大意题。老师们喜欢医学模拟体是因为它们能为学生提供不同的真实医学场景，还能提高病人的安全保证；学生们用医学模拟体操作时可以录像，可以回看并作报告。因此，老师、学生和病人均从中受益。
[答案] D
4．Where would this text probably appear?
A．An educational brochure.
B．A medical tech magazine.
C．An amusement website.
D．A science－fiction novel.
[解析] 推理判断题。文章主要是讲医学模拟体在医学教学中的种种益处，是介绍一种医疗技术，因此B项正确。
[答案] B
