Effectiveness Of Different Simulation Methods As A Training Strategy In Basic Life Support

NCT04746898 | Unknown

• 1 other identifier: ZonguldakBEU
• Study Type: interventional
• Target: 90
• Locations: 1 country
• Sites: 1

Brief Summary

The experimentally planned research was carried out with the students of Zonguldak Bülent Ecevit University Faculty of Health Sciences Nursing Department between 21.02.2020-02.09.2020.After the informed consent form was obtained from the students who accepted to participate in the study, the students were divided into three groups by applying block randomization with the computer-assisted randomization method. Then, all students filled in the Participant Identification Form and the Basic Life Support Application Steps for Adults Information Form. Later, with a visual-based presentation prepared in line with the guideline updated and published by the American Heart Association (AHA) in 2015, a 30-minute training on basic life support for adults was given.At the end of the training, the students were informed about the groups they were in, and the working principles of the devices the groups would work on were informed. With the first group virtual reality applied scenario, the 2nd group computer-aided scenario-based high-reality simulation device (SimMan® 3G) and the 3rd group low-reality adult basic life support model.The groups will be taken to the laboratories individually and the applications will be done individually and other students were not allowed to follow the student who did the application during the application. During the application, the students were evaluated with the basic life support application evaluation form. During the application, the video recording taken with the permission of the students was watched with the student after the application and a debriefing session was held. After the application, education was evaluated with Student Satisfaction and Self-Confidence in Learning Scale. Basic life support knowledge level was evaluated by having the basic life support information assessment form filled out again at 3 and 6 months after the first evaluation.

Conditions

Nurse's Role; Simulation Training; Cardiopulmonary Resuscitation

Keywords

Nurse; Simulation Training; Virtual Reality; High Fidelity Simulation; Cardiopulmonary Resuscitation

Outcome Measures

Primary Outcomes (4)

• Decreasing mortality and morbidity rates by increasing knowledge and skills of basic life support.

  Unfortunately, the level of knowledge of health professionals about the essential life support application is very low. Nursing students who are highly likely to encounter patients with basic life support indications due to their professions will have a positive effect on survival rates if they graduate competently on this subject.

  6 months

• To determine the most effective method by evaluating students' knowledge level on the subject with the basic life support information assessment form

  Technological developments that allow the repetition of clinical skills and the opportunity to experience rare clinical situations offer students the opportunity to work with models that behave like real patients in environments similar to real clinical settings. Determining the effective method in the education of a practice that is of vital importance such as basic life support will contribute to the effective increase of knowledge and skills of healthcare professionals and students studying in this field. The knowledge level of students about basic life support will be evaluated with a knowledge assessment form.

  6 months

• Determining an effective education method by evaluating basic life support practice skills after the education of students with different simulation methods.

  The basic life support training of the students was applied with different simulation methods. After the training, the basic life support practice skills of the students were evaluated with the practice evaluation form prepared according to the AHA 2015 guide. Determining the effective method will contribute to the effective acquisition of practical skills to students.

  6 months

• To increase students' self-confidence and satisfaction levels about the practice after basic life support practice training

  The students of our age, known as the generation Z, grow up with technology. The integration of different technological developments into education attracts their attention and increases their motivation. This increases students' self-confidence and satisfaction levels after training. Increasing satisfaction and self-confidence increases students' interest in education and their learning capacity. Thus, the acquisition and permanence of information on the subject increases. Student Satisfaction and Self-Confidence Scale was used to measure students' levels of satisfaction and self-confidence. The highest score that can be obtained from the scale is 65 and the lowest score is 13. High score that can be obtained from the total of the scale indicates high satisfaction and self-confidence.

  6 months

Study Arms (3)

Virtual Reality Training Group (VR group)

EXPERIMENTAL

The students in the first group received basic life support practice training with virtual reality applications.

Other: Virtual Reality Training

High Fidelity Simulation Training Group (HFS group)

EXPERIMENTAL

The students in the second group received basic life support practice training with high fidelity simulators.

Other: High Fidelity Simulation Training

Low Fidelity Simulation Training Group (LFS group)

EXPERIMENTAL

The students in the third group received basic life support practice training with the classical method, low-reality mannequin.

Other: Low Fidelity Simulation Training

Interventions

Virtual Reality Training OTHER

Students received their basic life support application training through virtual reality glasses with special software.

Also known as: High Fidelity Simulation Training

Virtual Reality Training Group (VR group)

High Fidelity Simulation Training OTHER

Students received their basic life support application training through high fidelity simulator mannequins.

High Fidelity Simulation Training Group (HFS group)

Low Fidelity Simulation Training OTHER

Students received their basic life support application training through low fidelity simulator mannequins.

Also known as: Traditional Method

Low Fidelity Simulation Training Group (LFS group)

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Volunteering to participate the study,
• Having taken basic nursing education courses,
• Passing the Basic Principles and Practices in Nursing Course with a letter grade of CB and above
• Having taken basic English courses,
• Not having received first aid training before,
• To be able to speak and understand the Turkish language,
• Ability to use technological devices

You may not qualify if:

• Not wanting to participate in the study,
• Not taking basic nursing education courses,
• Getting CC and under letter grade from Basic Principles and Practices in Nursing course
• Not taking basic English lessons,
• Having received first aid training before,
• Inability to speak and understand Turkish language adequately,
• Inability to use technological devices

Sponsors & Collaborators

• Zonguldak Bulent Ecevit University: lead
• Nurten Taşdemir Assoc. Prof. PhD.: collaborator

Study Sites (1)

Zonguldak Bülent Ecevit University

Zonguldak, Merkez, 67100, Turkey (Türkiye)

Location

Related Publications (1)

• Aqel AA, Ahmad MM. High-fidelity simulation effects on CPR knowledge, skills, acquisition, and retention in nursing students. Worldviews Evid Based Nurs. 2014 Dec;11(6):394-400. doi: 10.1111/wvn.12063. Epub 2014 Sep 11.

  PMID: 25213578 BACKGROUND

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: SUPPORTIVE CARE
• Intervention Model: FACTORIAL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Research Assistant

Study Record Dates

• First Submitted: February 1, 2021
• First Posted: February 10, 2021
• Study Start: February 21, 2020
• Primary Completion: September 2, 2020
• Study Completion: February 18, 2021
• Last Updated: February 12, 2021

Record last verified: 2021-02

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL
• Time Frame: 12 months

Locations

TU (1)