The effects of training with simulation on knowledge, skill and anxiety levels of the nursing students in terms of cardiac auscultation: A randomized controlled study

Doğru, Birgül Vural; Aydın, Leyla

doi:10.1016/j.nedt.2019.104216

Cited by 34 publications

(34 citation statements)

References 26 publications

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“…In their randomized clinical trial, Dogru and Aydin (32) compared the effectiveness of high-fidelity simulation and the traditional teaching method on the knowledge and skill development of 72 nursing students. It was found that the realistic simulation was more effective than the traditional teaching method in increasing the knowledge (p = 0.001) and skill (p < 0.001) levels of students.…”

Section: Discussionmentioning

confidence: 99%

Clinical simulation as a Nursing Fundamentals teaching method: a quasi-experimental study

et al. 2022

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Objectives: to evaluate students’ knowledge gain after the implementation of clinical simulation in Nursing Fundamentals disciplines. Methods: a quasi-experimental intervention was carried out with 60 students, distributed in comparison and intervention groups, who underwent traditional teaching and traditional teaching associated with simulated teaching, respectively. Pre-test and post-test instruments were applied to both groups. Results: after analyzing the students’ performance through the applied instruments, both groups had a cognitive evolution along with the taught content, however, when compared, the intervention group obtained a higher knowledge gain than the comparison group (p = 0.016), demonstrating progressive and increasing improvement with the use of the methodology. Conclusions: simulated teaching significantly helps students in gaining technical-cognitive knowledge. Therefore, it is recommended to adhere to the use of this methodology for teaching Nursing Fundamentals.

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Section: Discussionmentioning

confidence: 99%

Clinical simulation as a Nursing Fundamentals teaching method: a quasi-experimental study

et al. 2022

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“…In this sense, the literature suggests that simple scenarios, appropriate to the student's degree of knowledge, which favour the acquisition of achievement as they advance in their training, seem more appropriate, provided they are the ones most adapted to the student's level [40][41][42]. In this sense, other authors have reported that greater self-confidence and satisfaction with simulation has a protective impact on students' anxiety levels [13,43], while increasing their confidence and self-efficacy during patient care. In this sense, it would be interesting to design a programme to reduce anxiety via simulation [44].…”

Section: Discussionmentioning

confidence: 99%

“…Clinical simulation complements clinical rotations in real clinical contexts-in Spain, this usually begins in the second year-rather than acting as a substitute for them, as real experiences have certain nuances which are not reproducible in a simulated environment [10]. Numerous studies have suggested that high-fidelity simulation (HFS) is a realistic teaching method which boosts knowledge [11][12][13]. The conceptual model by Benner (1984) [14] is used to determine the skills and knowledge needed in simulation, and for developing students' competency and critical thinking.…”

Section: Introductionmentioning

confidence: 99%

Nursing Students’ Satisfaction: A Comparison between Medium- and High-Fidelity Simulation Training

Alconero‐Camarero

Sarabia‐Cobo

Catalán-Piris

et al. 2021

IJERPH

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Training based on clinical simulation is an effective method of teaching in nursing. Nevertheless, there is no clear evidence about if it is better to use high- or medium-fidelity simulation. The aim is to analyse if students are more satisfied when their clinical simulation practices are based on high-fidelity simulation (HFS) or medium-fidelity simulation (MFS). Students´ satisfaction was assessed using the Satisfaction Scale Questionnaire with High-Fidelity Clinical Simulation. The sample is composed of 393 students from two Spanish Universities. Satisfaction with simulation in nursing students is significantly greater in MFS than HFS. Simulation is beneficial for learning in all its forms, but for the acquisition of basic skills, and at a lower cost, MFS proves to be effective. However, high-fidelity is not always better than medium-fidelity as this depends on the student’s level of knowledge and clinical experience.

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“…Also, the simulation environment; Using problem-based scenarios can be an alternative way to facilitate drug safety. Nursing schools and hospitals should consider integrating these teaching strategies for students and nurses to prevent medication errors (Kuo et al, 2020;Vural Doğru & Zengin Aydın, 2020). There are studies that examine the knowledge and skills of nurses students with a computer-based virtual reality simulation environment (Dubovi et al, 2017), or simulated the classroom environment and investigate medication errors (Kuo et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Detection of Drug Medication Errors of Nursing Students in Pediatric Patients Through a Hospital Simulation

Tuncay

Şahin

Akça

et al. 2021

Ege Üniversitesi Hemşirelik Fakültesi Dergisi

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Objective: This study aimed to detect nursing students' drug medication errors in pediatric patients. Methods:The study used a comparative descriptive and qualitative design and was carried out after the necessary ethical and official permissions had been obtained. The universe of the research consisted of the students of the Faculty of Nursing. The sample of the study included 94 students (third-year n=47 and fourth-year n=47). A laboratory of the Faculty of Nursing was simulated as a room where a nurse provides treatment. The students who participated in the study with the determined drug order were asked to prepare the drugs with the most appropriate technique, and they were observed by the researchers. Data were collected one by one by the researchers using a drug medication errors checklist prepared by the researchers. Results:The third-year students did not consider dry powder dosage and obtained the lowest score (X =0.68). The fourth-year students did not attach the right label on the drug taken and received the lowest score (X =0.42). The third-year students were more successful in attaching the right label on the remaining drug (p=0.20) and the fourth-year students were more successful in observing aseptic rules (p=0.03). Students in both groups ignored the dry powder dosage of the drug in total and earned the lowest score from this practice (X =0.64). Conclusion:Drug medication errors committed by the students in both groups were high, and the students did not consider dry powder dosage when reconstituting the drug. ÖZAmaç: Bu çalışmada hemşirelik öğrencilerinin çocuk hastalarda ilaç uygulama hatalarınının belirlenmesi amaçlanmıştır.Yöntem: Araştırma karşılaştırmalı tanımlayıcı ve niteliksel türde tasarlanmış ve gerekli etik ve resmi izinler alındıktan sonra gerçekleştirilmiştir. Araştırmanın evrenini Hemşirelik Fakültesi öğrencileri oluşturmuştur. Örnekleme ise 94 öğrenci (üçüncü sınıf n=47 ve dördüncü sınıf n=47) dahil edilmiştir. Hemşirelik Fakültesi laboratuvarı, hemşirelik tedavi odası şeklinde simüle edilmiştir. Belirlenen ilaç sırası ile çalışmaya katılan öğrencilerden ilaçları en uygun teknikle hazırlamaları istenmiş ve araştırmacılar tarafından gözlemlenmiştir. Veriler, araştırmacılar tarafından hazırlanan ilaç uygulama hataları kontrol listesi kullanılarak tek tek toplanmıştır.Bulgular: Üçüncü sınıf öğrencilerin ilaç kuru toz hacmini dikkate almadığı ve en düşük puanı aldıkları belirlendi (X =0.68). Dördüncü sınıf öğrencilerinin kalan ilaca doğru etiketi yapıştırmadığı ve en düşük puanı aldıkları bulundu (X =0.42). Üçüncü sınıf öğrencileri kalan ilaca doğru etiketi yapıştırmada daha başarılı (p=0.20) ve dördüncü sınıf öğrencileri aseptik kurallara uymada daha başarılı olduğu tespit edildi (p=0.03). Her iki gruptaki öğrencilerin ilaçların kuru toz hacmini göz ardı ettiği ve bu uygulamadan en düşük puanı aldıkları bulundu (X =0.64).Sonuç: Her iki gruptaki öğrencilerin yaptığı ilaç uygulama hatalarının yüksek olduğu ve öğrenciler ilacı sulandırırken kuru toz hacmini dikkate almadığı görüldü.

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The effects of training with simulation on knowledge, skill and anxiety levels of the nursing students in terms of cardiac auscultation: A randomized controlled study

Cited by 34 publications

References 26 publications

Clinical simulation as a Nursing Fundamentals teaching method: a quasi-experimental study

Clinical simulation as a Nursing Fundamentals teaching method: a quasi-experimental study

Nursing Students’ Satisfaction: A Comparison between Medium- and High-Fidelity Simulation Training

Detection of Drug Medication Errors of Nursing Students in Pediatric Patients Through a Hospital Simulation

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