• Title/Summary/Keyword: Simulation-Based Education

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Effects of Simulation-based Education on Communication Skill and Clinical Competence in Maternity Nursing Practicum

  • Kim, Hye Young;Ko, Eun;Lee, Eun Sook
    • Korean Journal of Women Health Nursing
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    • v.18 no.4
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    • pp.312-320
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    • 2012
  • Purpose: This study was conducted to examine the effects of simulation-based education on communication skill and clinical competence in maternity nursing practicum. Methods: This study used a non-equivalent control pretest-posttest design. The simulation-based education in maternity nursing practicum consisted of two clinical situation scenarios pertaining to patients with normal and high-risk deliveries. The control group consisted of 35 students in 2010 and the experimental group consisted of 35 students in 2009. The experimental group was given the simulation-based education using a high-fidelity patient simulator over 3 sessions, whereas the control group was given a conventional pre-clinical practice orientation before maternity nursing clinical practicum. Data were collected using a questionnaire, which included questions to assess communication skill and clinical competence. Data were analyzed using SPSS/WIN 18.0. Results: Members of the experimental group, who received the simulation-based education, showed significantly higher communication skill and clinical competence scores than the control group (t=-2.39, p = .020; t=-2.71, p = .009). Conclusion: The simulation-based education in maternity nursing practicum is effective in promoting communication skill and clinical competence. With application of diverse clinical situation scenarios, it is recommended to develop and apply simulation-based education using a high-fidelity simulator in the area of maternity nursing.

The Impact of a Simulation-based Education Program for Emergency Airway Management on Self-efficacy and Clinical Performance among Nurses (시뮬레이션 기반 응급기도관리 교육이 간호사의 자기효능감, 임상수행능력에 미치는 효과)

  • Lee, Mi-Ja;Jung, Dukyoo
    • Korean Journal of Adult Nursing
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    • v.26 no.1
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    • pp.1-10
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    • 2014
  • Purpose: This study was conducted to test the impact of simulation-based education program for emergency airway management on self-efficacy and clinical performance ability. Methods: A quasi-experimental non-equivalent control group pre-post test design was used. A total of 60 nurses, 30 nurses assigned to the simulation-based education group and 30 nurses to a traditional lecture group. The treatment group received a lecture, small group workshop and team simulation whereas the comparison group received lectures. Results: The participants in the simulation-based education group reported significantly higher self-efficacy of emergency airway management compared to participants in the lecture only group (t=5.985, p<.001). The simulation-based education group showed significantly higher clinical performance ability of emergency airway management compared with the lecture group (t=5.532, p<.001). Conclusion: Simulation-based education was verified to be an effective teaching method to improve the self-efficacy, clinical performance skills of nurses in the learning of emergency airway management.

Effects of a Simulation-based education on Cardiopulmonary Emergency Care Knowledge, Critical Thinking and Problem solving ability in Nursing Students (시뮬레이션 기반 교육이 간호학생의 심폐간호응급지식, 비판적 사고 및 문제해결력에 미치는 효과)

  • CHO, Gyoo-Yeong
    • Journal of Fisheries and Marine Sciences Education
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    • v.28 no.2
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    • pp.439-449
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    • 2016
  • The purpose of this study was to identify the effects of simulation-based education regarding care in a cardio-pulmonary emergency care as related to knowledge, critical thinking, and problem solving ability in nursing students. The study was conducted with a nonequivalent control group pre-posttest design. Seventy four participants were assigned to either the experimental group(34) or control group(40). The simulation-based cardio-pulmonary emergency care education included lecture, team-based practice, and debriefing, and it was implemented with the experimental group for a week from September 1 to December 11, 2015. Data were analyzed using chi-square, t-test and ANCOVA by using SPSS 21.0 program. The experimental group who had the simulation-based education showed significantly higher knowledge(F=24.930, p<.001), and critical thinking(F=5.951, p<.05) for cardio-pulmonary emergency care compared with the control group who had traditional education. However, there were no significant differences in problem solving ability(F=3.327, p>.072). The results indicate that a simulation-based education is an effective teaching method to improve knowledge and critical thinking in nursing students learning cardio-pulmonary emergency care. Further study is needed to identify the effect of a simulation-based team positive education program of nursing students.

Effects of Nursing Simulation-Based Education on Problem Solving Process and Self-efficacy of Nursing College Students (간호 시뮬레이션 교육이 간호대학생의 문제해결과정과 자기효능감에 미치는 효과)

  • Oh, Hye-Kyung;Han, Young-In
    • The Korean Journal of Health Service Management
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    • v.6 no.4
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    • pp.245-254
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    • 2012
  • The purpose of this study was to approve the effects of nursing simulation-based education on problem solving process and self-efficacy for nursing students. The nursing students of 244 participated the nursing simulation-based education of 60 hours. The questionnaire survey on problem solving process and self-efficacy were conducted 2 time(before education, after education) to the nursing students. The data were analyzed by the SPSS 12.0 program. The results were as follows; There was a statistically significant increase in problem solving process(t=2.637, p=.012) but no statistically significants self-efficacy(t=0.135, p=.743) effects of nursing simulation-based training in nursing college students. There was a significant positive correlation between problem solving process and self-efficacy(r=0.737, p=.017). In conclusion, the study found that nursing simulation-based education for nursing students may increase problem solving process but no effective self-efficacy.

The Effect of Debriefing in Nursing Simulation based Education on the Vocational Basic Competencies (시뮬레이션교육 디브리핑이 간호대학생의 직업기초능력에 미치는 영향)

  • Jeong, Mihyun;Seo, Yohan
    • Journal of the Korean Applied Science and Technology
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    • v.35 no.1
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    • pp.20-35
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    • 2018
  • This study was conducted to investigate the relationship among debriefing of nursing simulation based education and vocational basic competencies and attempts have been made to provide basic data necessary for improving vocational basic competencies in nursing students. Participants were 203 4th-year nursing students at K college in J province. Debriefing of nursing simulation based education was positively correlated with vocational basic competencies. The factor influencing vocational basic competencies of nursing students was provokes engaging discussions. Based on these findings, programs that develop discussion activity of nursing simulation based education are necessary for nursing students to promote vocational basic competencies.

The Effects of Simulation-based Education on the Clinical Reasoning Competence, Clinical Competence, and Educational Satisfaction (시뮬레이션 교육이 간호학생의 임상추론역량과 임상수행능력 및 교육만족도에 미치는 효과)

  • Kang, Hee;Kang, Hee-Young
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.21 no.8
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    • pp.107-114
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    • 2020
  • This study was conducted to examine the effects of simulation-based education on the clinical reasoning competence, clinical competence, and satisfaction with simulation experience (SSE). The research design was one group pretest-posttest. Study participants were 89 third-year nursing students from C University in G city, who were engaged the simulation-based education for eight weeks from August to October 2019. Learning scenario titles were blood transfusion reaction patient care with postoperative total hip replacement, hypoglycemia patient care with diabetes mellitus, and hyperkalemia patient care with liver cirrhosis. The data were analyzed by paired t-test using SPSS Win 23.0 program. After applying simulation-based education, nursing students' clinical reasoning competence (t=-17.082, p<.001) and clinical competence(t=-18.40, p<.001) improved significantly. SSE score was 4.65 out of 5 points. The results indicate that the simulation-based education in this study gave the students the experience of providing qualified and secure nursing care under conditions similar to those in the real clinical field. To improve the clinical reasoning competence and clinical competence of nursing students, various cases scenarios are developed and simulation-based education should be applied to more subjects in the nursing curriculum.

Effects of Simulation-Based Education before Clinical Experience on Knowledge, Clinical Practice Anxiety, and Clinical Performance Ability in Nursing Students (임상실습 전 시뮬레이션 기반 교육이 간호학생의 간호지식, 임상실습 불안, 임상수행 능력에 미치는 효과)

  • Ko, Eun Jeong;Kim, Eun Jung
    • The Journal of Korean Academic Society of Nursing Education
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    • v.25 no.3
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    • pp.289-299
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    • 2019
  • Purpose: This study aimed to examine the effects of simulation-based education on nursing knowledge, anxiety, and clinical performance ability in nursing students before their first clinical practice. Methods: Third-year university students who had not yet entered their first clinical practice were recruited to participate in the study. Nineteen students formed the experimental group and participated in simulation-based education for 7 sessions. The 19 students in the control group were provided with clinical practice orientation in the form of traditional lectures. Outcome measures assessed nursing knowledge, clinical practice anxiety, and clinical performance ability. Data were collected before and immediately after the simulation-based education and after six weeks of clinical practice. Results: Nursing knowledge and clinical anxiety were not statistically significant between the groups. However, there was a significant improvement in the clinical performance abilities of the experimental group. Among the subcategories, the ability to apply the nursing process and the ability to educate and cooperate were shown to maintain significant differences from the control group by the end of the six weeks of clinical practice. Conclusion: The simulation prior to nursing students' first clinical practice could be useful to improve clinical performance ability. Nursing educators should consider building programs to reduce anxiety and improve performance ability through simulations.

Effect of a Simulation-based Education on Cardio-pulmonary Emergency Care Knowledge, Clinical Performance Ability and Problem Solving Process in New Nurses (시뮬레이션기반 심폐응급간호교육이 신규간호사의 지식, 임상수행능력 및 문제해결과정에 미치는 효과)

  • Kim, Yun-Hee;Jang, Keum-Seong
    • Journal of Korean Academy of Nursing
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    • v.41 no.2
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    • pp.245-255
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    • 2011
  • Purpose: This study was conducted to examine the effects of simulation-based education regarding care in a cardio-pulmonary emergency care as related to knowledge, clinical performance ability, and problem solving process in new nurses. Methods: An equivalent control group pre-post test experimental design was used. Fifty new nurses were recruited, 26 nurses for the experimental group and 24 nurses for the control group. The simulation-based cardio-pulmonary emergency care education included lecture, skill training, team-based practice, and debriefing, and it was implemented with the experimental group for a week in May, 2009. Data were analyzed using frequency, ratio, chi-square, Fisher's exact probability and t-test with the SPSS program. Results: The experimental group who had the simulation-based education showed significantly higher know-ledge (t=5.76, p<.001) and clinical performance ability (t=5.86, p<.001) for cardio-pulmonary emergency care compared with the control group who had traditional education but problem solving process was not included (t=1.11, p=.138). Conclusion: The results indicate that a simulation-based education is an effective teaching method to improve knowledge and clinical performance ability in new nurses learning cardio-pulmonary emergency care. Further study is needed to identify the effect of a simulation-based team discussion on cognitive outcome of clinical nurses such as problem solving skills.

Effects of High-fidelity Simulation-based Education on Maternity Nursing (시뮬레이션을 활용한 분만간호 실습교육의 효과)

  • Chung, Chae-Weon;Kim, Hee-Sook;Park, Young-Sook
    • Perspectives in Nursing Science
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    • v.8 no.2
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    • pp.86-96
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    • 2011
  • Purpose: This study examined the effects of simulation-based education on knowledge about and self-confidence in maternity nursing care in senior students. Methods: One group, pre-post design, was utilized with 28 students. The simulation-based maternity nursing education that consisted of two sessions each 2 hours long for intrapartum and postpartum care was provided to 4 small groups. An expert panel of 3 maternity clinical instructors developed the module with a high-fidelity maternal simulator. Core items of knowledge about and self-confidence in maternity nursing care were measured with 13 items before and after the sessions. Results: The knowledge score did not increase significantly (z=-1.95, p=.05); however, self-confidence in maternity nursing care showed a significant change in the posttest (z=-2.82, p<.001). The subjective evaluation of the students indicated that the simulation-based education was helpful in preparing for clinical practicum as far as interaction with clients, psychological readiness to practice, and learning efficiencies. Conclusion: The simulation-based nursing education was useful in improving self-confidence in clinical performance for childbirth and postpartum care in nursing students. Along with the application of diverse scenarios in simulations, modules with standard patients and role-plays are also recommended for maternity nursing practicum to empower the competency of the students.

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Development and Evaluation of a Simulation-based Education Course for Nursing Students (간호학생을 위한 시뮬레이션 기반교육과정 개발 및 평가)

  • Yang, Jin-Ju
    • Korean Journal of Adult Nursing
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    • v.20 no.4
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    • pp.548-560
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    • 2008
  • Purpose: This study was conducted to develop a simulation-based education course and to evaluate the results after the application for second year nursing students. Methods: This study was a non-equivalent control pre-post design. Based on the clinical situation scenarios about patients with COPD and MI, a total of two simulation-based learning modules was developed. Pretest and posttest was conducted to evaluate the difference in critical thinking disposition, problem solving, and clinical competence between two groups of 102 students for the experimental group, 2007 and 90 students for the control group, 2006. The experimental group conducted a clinical performance evaluation in the final test, on December 10, 2007. Results: In the experimental group, knowledge related to learning objectives was significantly increased and core intervention was performed almost exactly, but the same result was not observed in domains of analysis of laboratory test, and nursing education for patients. Self-evaluated clinical competence and problem solving level were significantly more improved in the experimental group than control group, but critical thinking disposition level wasn't. Conclusion: In conclusion, a simulation-based education course needs to utilize self-directed learning module like computer-based learning through web contents and MicroSim and video productions for improving nursing students' critical thinking.

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