Design and evaluation of a subcutaneous contraceptive implant training simulator

Abstract

Objective To design and fabricate a subcutaneous contraceptive implant insertion simulator, and to characterize the performance of nursing students trained with and without the simulator. Method A cross‐sectional study was conducted on nursing students in Ghana who had no previous training in the insertion of contraceptive implants. They were given standardized training in insertion of implants from 25 April to 26 April, 2016, and then were randomly assigned to an intervention or control group. The control group watched insertions of live implants while the intervention group practiced using the simulator. Local materials were used to fabricate the simulator. The performance of both groups was assessed after the training. Results The participants consisted of 50 nursing students. Those in the intervention group were more likely to: insert the implant accurately (95.2% vs 78.4%, P<0.001); take less time to complete an insertion (mean of 33.6 seconds vs 42.2 seconds, P<0.001); and commit fewer errors (1.9 vs 2.5, P=0.005) compared to the control group. In addition, participants rated the simulator high on 11/11 of the product requirements with the teaching (93.2%), learning (91.4%), and skill acquisition (88.6%) requirements being the highest rated. Conclusion A low‐cost, locally fabricated simulator is an effective tool for augmenting the current training protocol by improving insertion skills of contraceptive implants.

Simulation-based education in classroom and clinical settings in sub-Saharan Africa: a systematic review

“…Dery et al . (2019) and O'Flaherty and Costabile (2020) discovered that using simulations to insert subcutaneous contraceptive implants improved students' self-confidence and reduced their anxiety in a separate study conducted in Ghana among nursing students.…”

“…According to the findings of Dery et al (2019) and Mikrogianakis et al (2011), the use of telesimulation-assisted medical doctors in Botswana improves their skills in the insertion of mechanical intraosseous needles. Other studies have found that the use of simulation assists in knowledge acquisition (Angelina et al, 2021;Nelissen et al, 2015;O'Flaherty and Costabile, 2020;Tjofl at et al, 2017Tjofl at et al, , 2021.…”

“…Knowledge acquisition and critical thinking Another important finding of the systematic review is that simulation improves students' and health workers' competence and knowledge acquisition. Dery et al (2019) discovered that students who used a simulator gained proficiency in implant insertion and improved their insertion skills compared to those who were trained through lectures, videos and clinical expert observations. A comparison of the control and intervention groups in the study revealed that nursing students improved their implant insertion accuracy (95.2 vs 78.4%, p 5 0.001), took less time (mean of 33.6 s vs 42.2 s, p 5 0.001), and made fewer errors (1.9 vs 2.5, p 5 0.005).…”

The impact of high‐fidelity simulation on knowledge, critical thinking, and clinical decision‐making for the management of pre‐eclampsia

“…[4][5][6] In this context, it is important to improve the nurses' cognitive, affective, and psychomotor learning domains or dealing with pre-eclampsia during undergraduate education. [6][7][8] Clinical nursing education, which is the major part of nursing education, contributes to better prepare nursing students for their future professional roles. [9][10][11][12] Nonetheless, nursing students in the clinical setting face multiple challenges such as the fear of making mistakes and harming a patient, discomfort of being evaluated by clinical trainers, and difficulties in dealing with emergencies.…”

“…Nurses have a critical role in the management of pre‐eclampsia, and it is essential that they have appropriate intervention skills 4–6 . In this context, it is important to improve the nurses’ cognitive, affective, and psychomotor learning domains or dealing with pre‐eclampsia during undergraduate education 6–8 . Clinical nursing education, which is the major part of nursing education, contributes to better prepare nursing students for their future professional roles 9–12 .…”