scholarly journals Effects of simulation based education, for emergency care of patients with dyspnea, on knowledge and performance confidence of nursing students

2012 ◽  
Vol 18 (1) ◽  
pp. 111-119 ◽  
Author(s):  
Hea-Kung Hur ◽  
So-Mi Park
Keyword(s):  
Nursing Students ◽  
Emergency Care ◽  
Simulation Based ◽  
And Performance

scholarly journals Nursing students’ experiences of multiprofessional simulation education

2017 ◽  
Vol 6 (2) ◽  
pp. 17
Author(s):  
Mari Helena Salminen-Tuomaala ◽  
Pasi Jaskari
Keyword(s):  
Nursing Students ◽  
Emergency Care ◽  
Practical Skills ◽  
Careful Planning ◽  
Simulated Learning ◽  
Simulation Education ◽  
Practical Nurse ◽  
Simulation Based ◽  
Nurse Students ◽  
Learning From Others

Objective: To describe how nurse students specializing in acute nursing care and practical nurse students specializing in emergency care experienced a joint simulation education program and the usefulness of simulation education in general.Methods: Data were collected using a questionnaire from nurse and practical nurse students (N = 21), who had together undertaken a multiprofessional simulation-based course. Quantitative data was analyzed using statistical methods, whereas inductive content analysis was conducted to analyze qualitative data.Results: Respondents found simulation education useful for the development of theoretical and practical skills and interaction skills. Shared competence was appreciated. It consisted of sharing one’s knowledge, learning from others, learning together and learning teamwork skills. Respondents regarded multiprofessional simulation education as an effective method in learning how to deal with acute, recurrent or infrequent situations. Simulated learning also provided respondents with explicit experience of multiprofessional collaboration in emergency care and facilitated their learning of collegiality with help of constructive feedback.Conclusions: Simulation education can promote nursing students’ technical and non-technical skills and help students form a clearer perception of multiprofessional collaboration. Careful planning and timing of joint simulated learning sessions is recommended.

scholarly journals Effect of a Simulation-Based Handover Education Program for Nursing Students: A Quasi-Experimental Design

2021 ◽  
Vol 18 (11) ◽  
pp. 5821
Author(s):  
Da-Hye Lee ◽  
Eun-Ju Lim
Keyword(s):  
Nursing Students ◽  
Experimental Design ◽  
Education Program ◽  
Self Efficacy ◽  
Simulation Based ◽  
Post Test ◽  
Quasi Experimental ◽  
And Performance ◽  
Handover Performance

Nursing handover facilitates the continuity of nursing and ensures patient safety and quality of care. This study aimed to evaluate the effectiveness of a handover education program by assessing handover knowledge, self-efficacy, and handover performance competency. A group pretest–post-test quasi-experimental design was used. Thirty 4th-year Korean nursing students participated in a handover education program comprising a lecture and simulation training using a high-fidelity simulator. The average level of handover knowledge was 4.63 ± 1.61 before the program and 5.83 ± 0.95 after (t = −3.71, p = 0.001). Meanwhile, the average self-efficacy score was 3.35 ± 0.57 before the program and 3.90 ± 0.60 after (t = −5.65, p < 0.001). Further, the average handover performance competency was 1.75 ± 0.25 before the program and 2.37 ± 0.21 after (t = −12.08, p < 0.001). The simulation-based handover education intervention was effective in improving knowledge, self-efficacy, and performance competency of nursing students. This intervention can provide an effective method of improving nursing students’ handover skills prior to entering clinical practice.

scholarly journals The effect of simulation-based education on nursing students’ knowledge and performance of adult basic cardiopulmonary resuscitation: A randomized clinical trial

2020 ◽  
Author(s):  
Tahereh Habibli ◽  
Tahereh Najafi Ghezeljeh ◽  
Shima Haghani
Keyword(s):  
Nursing Students ◽  
Cardiopulmonary Resuscitation ◽  
Life Support ◽  
Cardiopulmonary Arrest ◽  
Intervention Group ◽  
Control Group ◽  
Random Allocation ◽  
Simulation Based ◽  
And Performance ◽  
And Control

Background & Aim: Cardiopulmonary arrest as a life-threatening condition needs urgent interventions to protect individuals’ life and prevent irreversible damages to vital organs. This study aimed to investigate the effect of simulation-based education on the knowledge and performance of nursing students of adult essential life support cardiopulmonary resuscitation (BLS-CPR). Methods & Materials: This study used a pretest-posttest study with a control group. It was conducted at Iran University of medical sciences, Tehran, Iran, in 2017. In this study, 49 nursing students at the sixth education semester were assigned using the simple random allocation into two groups of intervention (n=28) and control (n=21). Initially, the conventional BLS education was provided to the two groups of intervention and control using the conventional method. Next, the intervention group received a simulation-based education. The knowledge and performance of the students before, immediately after, and three months after the intervention was assessed using a modified knowledge assessment questionnaire and a modified performance evaluation checklist about BLS in adults. Results: The students’ knowledge in the intervention group immediately after (p<0.001) and three months after the intervention (p<0.05) were significantly higher than the control group. The mean scores of performance immediately after (p<0.001) and three months after the intervention (p<0.001) were significantly higher than the control group. Conclusions: Simulation-based education increased the knowledge and performance of nursing students in the field of BLS-CPR. According to the results, integrating conventional training with simulation-based education can be effective in learning BLS among nursing students.

scholarly journals The effect of simulation based training on clinical outcomes of nursing students on postoperative pain management

2020 ◽  
Vol 17 (2) ◽  
pp. 720-729
Author(s):  
Hilal Tüzer ◽  
Tuba Yılmazer
Keyword(s):  
Performance Evaluation ◽  
Pain Management ◽  
Nursing Students ◽  
Postoperative Pain ◽  
Clinical Outcomes ◽  
Postoperative Pain Management ◽  
Clinical Nurses ◽  
Standard Patient ◽  
Simulation Based ◽  
And Performance

Objective: This study was conducted to assess the effectiveness of simulation-based education for postoperative pain management and pain management on pain-related clinical outcomes. Methods: The study was carried out with 119 patients and 14 nursing students. The study was conducted in 3 periods. In the pre-education period, patients were followed by clinical nurses. During the education period, theoretical education was given to the students pre-test was performed and then the first performance evaluation was conducted with the standard patient. Then, one week later, pain assessment was explained with the standard patient and the students were allowed to work free of charge. In the post- education period, the students were given clinical practice and data about the patients were followed up by clinical nurses. In this period, the second performance evaluation was performed with the real patient and the post-test was performed. At the end of the study, the effectiveness of simulation based education and clinical outcomes related to pain were evaluated. Results: Students' knowledge and performance scores related to pain management after simulation education increased significantly (p<0.002). Conclusion: As a result, it is seen that students' knowledge and performance related to pain management have changed positively after simulation training. In addition, further decrease in pain level on post-op 2nd day is considered to be an important clinical outcome in inpatients in the post-training period. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Amaç: Bu araştırmanın amacı ameliyat sonrası ağrı yönetimine ilişkin öğrencilere verilen simülasyon temelli eğitimin etkinliğini ve ağrıyla ilgili klinik sonuçlara etkisini belirlemektir. Yöntem: Araştırma 119 hasta ve 14 öğrenci hemşire ile yürütülmüştür. Araştırma 3 aşamada gerçekleştirilmiştir. Eğitim öncesi dönemde hastalar klinik hemşireleri tarafından takip edilmiştir. Eğitim döneminde, öğrencilere teorik eğitim verilerek ön-test yapılmış ve ardından standart hasta eşliğinde 1. performans değerlendirmesi yapılmıştır. 1 hafta sonra standart hasta eşliğinde ağrı yönetimi anlatılarak öğrenciler serbest çalışmaya bırakılmıştır. Eğitim sonrası dönemde öğrenciler klinik uygulamaya çıkarılmış ve bu dönemde de hastalara ilişkin veriler klinik hemşireleri tarafından takip edilmiştir. Daha sonra gerçek hasta eşliğinde 2. performans değerlendirmesi yapılarak son-test yapılmıştır. Çalışma sonunda simülasyon temelli eğitimin etkinliği ve ağrıyla ilgili klinik sonuçlar değerlendirilmiştir. Bulgular: Öğrencilerin simülasyon eğitimi sonrası ağrı yönetimine ilişkin bilgi ve performans puanları anlamlı oranda artmıştır (p<0.002). Sonuç: Sonuç olarak, öğrencilerin simülasyon eğitimi sonrası ağrı yönetimine ilişkin bilgi ve performanslarının olumlu olarak değiştiği görülmektedir. Ayrıca eğitim sonrası dönemde yatan hastalarda post-op 2. gün ağrı düzeyinin daha fazla azalmasının oldukça önemli bir klinik sonuç olduğu düşünülmektedir.

scholarly journals Contemporary Integrative Review in Simulation-Based Learning in Nursing

2021 ◽  
Vol 18 (2) ◽  
pp. 726
Author(s):  
Vasuki Rajaguru ◽  
Jungmin Park
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Theory And Practice ◽  
Integrative Review ◽  
Cochrane Library ◽  
Process Data ◽  
Nursing Educators ◽  
Simulation Based ◽  
Learning Efficacy ◽  
And Performance

Background: In general, simulation-based learning (SBL) has been a part of nursing education in the past two decades, though nursing educators are facing difficulties in evaluating its effectiveness in theory and practice. The aim of this review was to synthesize the research findings regarding the effects of SBL among nursing students from published scientific articles. Methods: This integrative review focused on articles published in English between 2016 and 2020, identified by using electronic databases such as Cochrane Library, PubMed, Medline (Ovid), SCOPUS, RISS, and Korea Med. Results: Fifteen articles were selected by a step-by-step process. Data were synthesized and effects of SBL methods were derived under four themes: ‘Knows A Self Com_p’ such as knowledge and skills; Attitude; Self (learning, efficacy, determination, competency, confidence, utilization, satisfaction, assessment); and Com(n) (competency, communication, and confidence) and P (perceptions and performance). Conclusion: The review results showed that SBL is the best method for teaching clinical practice. Article-focused simulations with simulators were more effective than classroom teaching, depending on the context, topic, and method. The overall results showed that SBL is a positive, safe and effective method for nursing students in clinical and simulation room settings to improve the skills and practice of client care.

scholarly journals 0229 Exploring the Relationships Between Sleep, Stress, and Performance in Simulation-Based Learning

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A88-A89
Author(s):  
K McGuire ◽  
R Lorenz
Keyword(s):  
Nursing Students ◽  
Sleep Deprivation ◽  
Perceived Stress ◽  
Significant Relationship ◽  
Functional Outcomes ◽  
Small Sample ◽  
School Of Nursing ◽  
Undergraduate Nursing ◽  
Simulation Based ◽  
And Performance

Abstract Introduction Sleep deprivation and stress may affect performance among students. Simulation-based learning (SBL) in undergraduate nursing programs provides the opportunity for students to practice critical decision-making without fear of patient harm; however, students still report experiencing stress during SBL. Current research is unclear on the effect of sleep deprivation combined with stress on performance in SBL. The purpose of this study was to explore the association between stress, functional outcomes of sleep, and performance in SBL. Methods Elements of the Theory of Stress, Appraisal, and Coping and the National League for Nursing Jeffries Nursing Education Simulation Framework guided this study. Baccalaureate nursing students consented to participate in a 1-hour SBL experience that included the collection of one hair and 4 saliva samples for cortisol concentration. Participants completed the Functional Outcomes of Sleep- Short Form and the Perceived Stress Questionnaire. An experienced faculty member evaluated student performance using the Creighton Competency Evaluation Inventory. Results Participants (N=35) were mainly female (n=32, 91.4%), white (n=29, 82.9%), with ages ranging between 18–22 years (n=32, 91.4%), and employed outside of nursing school (n=32, 91.4%). Other ethnicities represented include Asian and African American. Kendall’s Tau correlations revealed a significant relationship between functional outcomes of sleep and perceived stress (r=-.281, p=.020). Although not significant, a small relationship was observed between functional outcomes of sleep and performance (r=.145, p=.236). No significant relationship between performance and perceived stress (r=-.099, p=.423) was identified. Conclusion This study suggests that daytime dysfunction related to sleep is related to perceived stress and performance in undergraduate nursing students during participation in SBL. Due likely to small sample size, the relationship between sleep and performance was unable to achieve significance. These findings support the need for future research exploring the effects of sleep on stress and performance with larger more heterogeneous samples of students. Support This researcher would like to acknowledge and thank the following funding sources for their generous support of this work: Marion Bender Scholarship (Saint Louis University School of Nursing), Dissertation Award from Sigma Theta Tau International-Epsilon Eta Chapter, and Southern Illinois University Edwardsville School of Nursing Faculty Scholar Award.

Examining the effect of simulation based learning on self-efficacy and performance of first-year nursing students

2019 ◽  
Vol 36 ◽  
pp. 139-143 ◽  
Author(s):  
Ukke Karabacak ◽  
Vesile Unver ◽  
Esra Ugur ◽  
Vildan Kocatepe ◽  
Nermin Ocaktan ◽  
...  
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
First Year ◽  
Simulation Based ◽  
And Performance

scholarly journals Simulation-based Clinical Judgment and Performance Ability for Tracheal Suction in Nursing Students

2017 ◽  
Vol 23 (3) ◽  
pp. 330-340 ◽  
Author(s):  
Kyung Choon Lim
Keyword(s):  
Nursing Students ◽  
Clinical Judgment ◽  
Correlation Coefficients ◽  
Simulation Based ◽  
The Mean ◽  
Convenience Sampling ◽  
Lasater Clinical Judgment Rubric ◽  
Performance Ability ◽  
And Performance ◽  
The Relationship

Purpose: This study was conducted to explore the relationship between simulation-based clinical judgment and performance ability for tracheal suction in nursing students. Methods: With a convenience sampling, 207 nursing students participated in this descriptive study. Lasater clinical judgment rubric was used for self-reported clinical judgment in addition to observe the skill of tracheal suction using a checklist. Data were analyzed by descriptive statistics, t-test and Pearson's correlation coefficients using the SPSS/WIN 22. Results: A scenario with pneumonia patient was developed to observe the skill of tracheal suction during simulation-based practices. Then self-reported clinical judgment was scored. The mean score of total sum of clinical judgment, total mean of clinical judgment, and performance skill were $36.44{pm}4.82$, $13.44{pm}1.71$, and $42.32{pm}5.05$, respectively. Statistically, students having good skills in suction showed significant differences in clinical judgment of interpreting (p=.031) compared to students having fair skills. Conclusion: The results of this study show that a structured debriefing method utilizing Lasater clinical judgment rubric is helpful. Also, simulation-based practice related to adult nursing in the respiratory system was useful for increasing the core basic skills among nursing students.

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