The Effect of Simulation-based Training on Nursing Students

NCT05302635 | Completed

• 1 other identifier: YIU-M-CI-002
• Study Type: interventional
• Target: 62
• Locations: 1 country
• Sites: 1

Brief Summary

This research will be carried out with the aim of making this practice practical with simulation-based training and improving cognitive, affective and psychomotor skills, and then applying it in the clinic, before applying the nasogastric tube placement application, which is included in enteral nutrition, to the child in the clinic.

Conditions

Simulation; Education; Learning; Clinical Skills; Child

Keywords

Simulation; Nursing student; Clinical skills; Child

Outcome Measures

Primary Outcomes (4)

• Self-Efficacy - Competence Scale

  The scale was developed by Sherer et al. (1982). The scale, which does not belong to any subjective domain, measures the general perception of self-efficacy - efficacy. The scale consists of 23 items and four subscales. The subscales of the scale are respectively; These are "beginning the behavior", "maintaining the behavior", "Completing the behavior" and "Combating the obstacles". For each item; It is a five-point Likert-type scale as 1 = does not describe me at all, 2 = describes me a little, 3 = is undecided, 4 = describes me well, 5 = describes me very well. A score between 23 and 115 can be obtained from the scale. A high total score from the scale indicates that the individual's self-efficacy-efficacy perception is at a good level. The validity and reliability of the Turkish version of the scale was performed by Gözüm and Aksayan (1999).

  immediately after training on nasogastic tube insertion and practice in the laboratory

• Student Satisfaction and Self-Confidence Scale in Learning

  The scale was developed by Jeffries and Rizzolo (2006) as 13 items to measure students' simulation activity and self-confidence in learning. Answering the scale for each item; 1=Strongly Disagree, 2=Disagree, 3=Undecided, 4=Agree, 5=Strongly Agree (Franklin et al., 2014). The Turkish validity and reliability study of the scale was carried out by Unver et al. (2017) and the total number of items decreased to 12.

  immediately after the debriefing session

• Clinical Decision Making Scale in Nursing

  The Nursing Clinical Decision Making Scale was developed by Jenkins (1983) for nursing students. This scale defines how nursing students perceive clinical decision making based on their own statements. The scale consists of 40 items and four subscales. The subscales of the scale are respectively; These are "Exploring options and ideas", "Exploring goals and values", "Evaluating results", and "Searching for information and adopting new information objectively". Each subscale consists of 10 items. Each item of the scale is evaluated as 5=Always, 4=Often, 3=Sometimes, 2=Rarely, 1=Never. A high score from the scale indicates a high perception of decision making (Jenkins, 1983; Jenkins, 2001). The Turkish validity and reliability of the scale was done by Durmaz Edeer and Sarıkaya (2015).

  immediately after training on nasogastic tube insertion and practice in the laboratory

• Nasogastric Tube Placement Checklist

  The Child Checklist was prepared by the researchers based on the literature (Bindler et al., 2014). The skill performance of the student will be evaluated over a total of 100 points, by scoring each application step according to the degree of importance.

  During the application (experimental group= in the simulation laboratory; control group= in the skill laboratory

Secondary Outcomes (2)

• Self-Efficacy - Competence Scale

  immediately after the debriefing session

• Clinical Decision Making Scale in Nursing

  immediately after the debriefing session

Study Arms (2)

Simulated group

EXPERIMENTAL

Students will be given training on nasogastic tube insertion and practice will be demonstrated in the laboratory based on the demonstration method and checklists, and will continue until students learn. Forms will be applied to students as a pre-test. A pilot scenario will be applied to two volunteer fourth year students. Prebriefing: Students will be informed. Students will implement the scenario in the simulation laboratory and will wear uniforms. The student will be given 5 minutes for preparation, the application will be taken one by one and 15 minutes will be given for practice. Researchers will only observe during this time. During the application, the student will be scored according to the checklist. Students will be recorded with video. Debriefing: Immediately after the end of the scenario, a debriefing session will be held with groups of 5 people. Feedback will be given on students' performance. Each session will last 20-30 minutes. Students will be given a post-test.

Other: Simulated group

Control group

NO INTERVENTION

Students will be given training on nasogastric tube insertion and nasogastric tube application will be demonstrated with the demonstration method in the laboratory and will continue until students learn. Forms will be applied to students as a pre-test. A pilot scenario will be applied to two volunteer fourth year students. Prebriefing: Students will be informed. Students will apply the scenario on the model in the skill laboratory and will wear uniforms. The student will be given 5 minutes for preparation. Students will be taken to the application one by one and 15 minutes of practice time will be given. During the application, the student will be scored according to the checklist. Students will be recorded with video. Debriefing: Immediately after the end of the scenario, a debriefing session will be held with groups of 5 people. Feedback will be given on students' performance in the debriefing session. Each session will last 20-30 minutes. Students will be given a post-test.

Interventions

Simulated group OTHER

Students will be given training on nasogastic tube insertion and practice will be demonstrated in the laboratory based on the demonstration method and checklists, and will continue until students learn. Forms will be applied to students as a pre-test. A pilot scenario will be applied to two volunteer fourth year students. Prebriefing: Students will be informed. Students will implement the scenario in the simulation laboratory and will wear uniforms. The student will be given 5 minutes for preparation, the application will be taken one by one and 15 minutes will be given for practice. Researchers will only observe during this time. During the application, the student will be scored according to the checklist. Students will be recorded with video. Debriefing: Immediately after the end of the scenario, a debriefing session will be held with groups of 5 people. Feedback will be given on students' performance. Each session will last 20-30 minutes. Students will be given a post-test.

Simulated group

Eligibility Criteria

• Age: 18 Years - 35 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• Studying in the 3rd year of the Faculty of Health Sciences, Nursing Department of Yüksek İhtisas University and Biruni University,
• Having successfully completed the clinical application of the Fundamentals of Nursing course, Internal Medicine Nursing course and Surgical Diseases Nursing course and not repeating the grade,
• Those who will take the Child Health and Diseases Nursing course for the first time,
• Students who volunteer to participate in the research will be included.

You may not qualify if:

• Having received training on enteral nutrition in children,
• Simulation training,
• Students coming from other health departments (such as anaesthesia, laboratory technician, elderly health personnel) or from health vocational high schools as nursing will be excluded.
• Students who want to exit the research at any stage of the research will be excluded from the research.

Sponsors & Collaborators

• Yuksek Ihtisas University: lead

Study Sites (1)

Yuksek Ihtisas University

Ankara, Turkey (Türkiye)

Location

Study Officials

• Sevim SAVAŞER, PhD

  Biruni University

  PRINCIPAL INVESTIGATOR

• Hülya ZENGİN, PhD

  Yuksek Ihtisas University

  PRINCIPAL INVESTIGATOR

• Gizem KAYA, MsC

  Biruni University

  PRINCIPAL INVESTIGATOR

• Bahar ON, MsC

  Yuksek Ihtisas University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: BASIC SCIENCE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Assistant Professor

Study Record Dates

• First Submitted: February 13, 2022
• First Posted: March 31, 2022
• Study Start: April 4, 2022
• Primary Completion: November 1, 2022
• Study Completion: November 1, 2022
• Last Updated: December 27, 2022

Record last verified: 2022-12

Locations

TU (1)