Evaluation and Application Effect of a Home Nasogastric Tube Feeding Simulation Module for Nursing Students: An Application of the NLN Jeffries Simulation Theory

Baek, Hee Chong; Lee, Young Ran; Lee, Jong Eun; Lee, Jin Hwa; Kim, Hyung Seon

doi:10.12799/jkachn.2017.28.3.324

Cited by 3 publications

(5 citation statements)

References 16 publications

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“…Two other bilingual researchers ensured the translation accuracy. The Cronbach's alpha of the scale was 0.92−0.97 (Baek et al., 2017; National League for Nursing, 2005) in previous studies and 0.92 in this study. The National League for Nursing (2005) has informed researchers that they grant free, noncommercial use of SDS without the requirement for specific permission.…”

Section: Methodssupporting

confidence: 58%

“…The Cronbach's alpha was 0.86−0.97 in the studies by the National League for Nursing (2005) and Baek et al. (2017); in this study, it was 0.92. The National League for Nursing (2005) informed researchers that they grant free, non‐commercial use of the EPQ without the requirement for specific permission.…”

Section: Methodssupporting

confidence: 41%

“…We utilized the Korean version of the SDS, as translated by Baek et al. (2017); however, it did not encompass the ‘support’ domain. Hence, two researchers translated the four items related to the ‘support’ domain into Korean, and a bilingual researcher retranslated them.…”

Section: Methodsmentioning

confidence: 99%

“…Based on the NLN Jeffries Simulation Theory, the educational strategy evaluation of the simulation module was measured using the Educational Practices Questionnaire (EPQ) (National League for Nursing, 2005). The EPQ was translated into Korean (Baek et al., 2017) and used to measure the presence of four educational practices: (1) active learning; (2) collaboration; (3) diverse ways of learning; and (4) high expectations. It is a 16‐item instrument that uses a five‐point scale (1 = strongly disagree to 5 = strongly agree).…”

Section: Methodsmentioning

confidence: 99%

“…However, according to Yoshioka‐Maeda and Naruse (2021), simulation‐based learning has just begun in public and community health nursing. Korean researchers (Baek et al., 2017; Hwang & Kim, 2020) agreed that there are not enough cases dealing with the community‐dwelling healthcare context, especially home‐visit healthcare programs in Korea (Ahn & Yang, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Development and evaluation of a problem‐based learning simulation module for home‐visit nursing

Kim

Yoon

Woo

et al. 2023

Public Health Nursing

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ObjectivesAlthough home‐visit healthcare programs in Korea are expected to expand, providing hands‐on experience to nursing students may be limited. This study aimed to develop and evaluate a problem‐based learning (PBL) simulation module that reflects home‐visit healthcare services provided by public health centers for pre‐frail older adults.Design and SampleThe simulation module, including PBL as prebriefing, was developed by the researchers and revised based on expert reviews. The module was evaluated using a mixed‐method embedded one‐group post‐test‐only design with focus group interviews (FGIs). Quantitative data (n = 29) were collected between April and June, 2021. FGIs (n = 10) were conducted twice in June 2021, and qualitative data were analyzed using an inductive content analysis approach.ResultsThe average score of the Simulation Design Scale was 4.67 ± 0.36. The overall mean score of the Educational Practices Questionnaire was 4.75 ± 0.37. Three themes emerged from the FGIs: immersive learning experience, changes in perspective on nursing, and enhanced nursing competency.ConclusionThis PBL‐based simulation module was evaluated as a systematic learning process in which nursing students could become self‐directed learners, interacting and collaborating with colleagues, instructors, and environments. The module encourages them to practice home visit services.

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Section: Methodssupporting

confidence: 58%

Section: Methodssupporting

confidence: 41%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Development and evaluation of a problem‐based learning simulation module for home‐visit nursing

Kim

Yoon

Woo

et al. 2023

Public Health Nursing

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Development and evaluation of a forensic nursing competency-based hybrid simulation education program: A quasi-experimental design

Han,

Lee,

Lee

2023

Nurse Education in Practice

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Effects of 3S business intelligence systems for nursing students: a repeated-measures randomized control trial

Lim,

Kim,

Kim

et al. 2024

BMC Nurs

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Background The growing need for healthcare services as a result of a consistently rising prevalence of chronic diseases and rapid population aging calls for a new set of activities and practices. Therefore, we developed a program—3S (Simple, Smart, and Speed) Business Intelligence Systems (3S-BIS), which is an ERP software system that helps nursing business to support nursing entrepreneurship —and analyzed its effects on nursing students. Methods A repeated-measures randomized controlled trial was performed with two groups: experimental (n = 29) and control (n = 30) groups. The former group underwent the five-day 3S-BIS education program. Each session comprised four components: lectures 1 and 2, simulation case study, and debriefing. Post-tests were performed immediately post-intervention and four and eight weeks later. The effectiveness was measured using the following variables: simulation design assessment, evaluation of educational practices in simulation, education satisfaction, self-efficacy for learning, and entrepreneurship. The differences before and after intervention between the experimental and control groups were analyzed using the Friedman test. The Mann–Whitney U test was used for comparisons between groups at each time point, and the Wilcoxon signed-rank test was used for comparisons within groups at each time point. Results Post-intervention (8 weeks after intervention), the experimental group demonstrated higher simulation design assessment (z = -3.88, p = < .001), evaluation of educational practices in simulation (z = -3.34, p = .001), education satisfaction (z = -3.11, p = .002), self-efficacy for learning (z = -3.04, p = .002), and entrepreneurship (z = -2.15, p = .031) compared to controls. Furthermore, simulation design assessment score in the experimental group significantly differed between T1 (immediately after intervention) and T0 (baseline), and between T3 (8 weeks after intervention) and T0. Evaluation of educational practices in the simulation, education satisfaction, and self-efficacy also significantly differed between T1 and T0, and between T3 and T0. Entrepreneurship significantly differed between T3 and T2 (4 weeks after intervention), and between T3 and T0. Conclusions The 3S-BIS program contributes to enhancing nursing start-up competency. Subsequent studies should evaluate the effects of the program on nurses who work in home healthcare services.

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Evaluation and Application Effect of a Home Nasogastric Tube Feeding Simulation Module for Nursing Students: An Application of the NLN Jeffries Simulation Theory

Cited by 3 publications

References 16 publications

Development and evaluation of a problem‐based learning simulation module for home‐visit nursing

Development and evaluation of a problem‐based learning simulation module for home‐visit nursing

Development and evaluation of a forensic nursing competency-based hybrid simulation education program: A quasi-experimental design

Effects of 3S business intelligence systems for nursing students: a repeated-measures randomized control trial

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