Crossover design in triage education: the effectiveness of simulated interactive vs routine training on student nurses' performance in a disaster situation

Abstract

Introduction. One aspect of successful triage is the proper diagnosis of the injured person. For this reason, triage guidelines speed up recognition times and increase services. Therefore, this study aims to develop an interactive triage guideline simulator that can reduce the execution time of the procedure. Method. This study was a crossover design with pre- and posttests for two groups. Each group consisted of 60 students selected using the census method. SIG and teacher training sessions were conducted as a crossover design. Triage knowledge questionnaires were used in the pretest to assess triage knowledge. An OSCE test was administered in the posttest to assess student performance, followed by a triage skills questionnaire. Both questionnaires were highly reliable, as indicated by Cronbach's alpha coefficients (0.9 and 0.95, respectively). Statistical analysis was performed using SPSS version 26 software at a significance level of 0.05. Result. The chi-square test showed that the two groups were homogeneous regarding age. Regarding knowledge level, both groups were homogeneous before the intervention (P = 0.99). Nevertheless, the results of the OSCE test showed that the students in group A had a higher level of skill than the students in group B (93% versus 70%). Also, 18% of the students in group B had low skills. Discussion. This study found that student outcomes improved in both groups receiving SIG, suggesting that interaction and simulation improve learning. However, gamification is an ideal precursor to learning and not a substitute for education. Therefore, gamification should not be used as a stand-alone teaching method. Conclusions. This crossover study found that simulators and games should not be considered stand-alone teaching methods but can contribute to learning sustainability when used alongside instruction.

An Education and Training Program on Disaster Triage for Nurses and Nursing Students: Literature Review

“…Knowledge There were 9 programs evaluating knowledge (64%, 9 out of 14), 2 of the 9 programs said there was no significant difference before and after the intervention (1.84 ± 1 vs 2.09 ± 0.93), the other five programs showed a difference between scores before and after the intervention was given (Hu et al, (2021) There are 7 programs that evaluate related skills (50%, 7 out of 14), these seven programs are given by different methods, namely by education, lectures and training. The results showed an increase between pre-test and post-test scores, but there was no significant difference between the intervention group and the control group (Xia et al, (2019); Huh & Kang, (2018); Cicero et al, (2018); Heidarzadeh et al, (2020); Hosseini et al, (2023); Aghababaeian et al, (2013); Pouraghaei et al, (2017)). c. Attitude There were 3 programs that evaluated attitudes (21%, 3 out of 14), showing no significant difference in attitudes between the experimental group and the control group (3.00 ± 1.19 vs 2.81 ± 1.01).…”

“…Participants were given a debriefing for 1 hour before the simulation and given a short presentation to describe the scenario for 5 minutes. The debriefing focused on how to combine clinical reasoning and triage principles in clinical decision-making with the integration of clinical reasoning model principles (Alshamari et al, (2023); Cicero et al, (2018); Hosseini et al, (2023); Hu et al, (2021a); Lee et al, (2016)). However, this study has limitations as it only uses five databases, so there may be relevant articles in other databases…”

“…;Xia et al, (2019);Huh & Kang, (2018);Foronda et al, (2016);Heidarzadeh et al, (2020);Hosseini et al, (2023);Pouraghaei et al, (2017);Rimadeni et al, (2021);Alshamari et al, (2023)). b. Skills…”

How to Develop a Memory Game for Clinical Courses: A Leading Approach to the Interaction of Education

“…To ensure that education remains relevant and effective in the 21st century, it is crucial for universities to adapt and embrace the potential offered by evolving technologies (3). This entails integrating digital platforms, such as interactive games (4)(5)(6), virtual simulators (7), wearable tech devices (8), or social media channels, into classroom teaching.…”

“…A lack of educational programs that interact with students will be strongly felt in the future due to the shift in learning generations (13). Several studies have examined the relationship between educational games and intrinsic motivation (5,6,14,15). Park reported that learners who actively engaged with these games exhibited higher levels of intrinsic motivation (16).…”