The Efficiency of Two Different Simulation Methods

NCT05496946 | Completed

• 1 other identifier: IMU16
• Study Type: interventional
• Target: 80
• Locations: 1 country
• Sites: 1

Brief Summary

In the literature, it is emphasized that the use of simulation improves the communication skills of the participants and that teamwork is important in providing patient safety and effective care. It is stated that students experience fear and anxiety in practice due to their lack of knowledge and clinical experience. Continuous repetitions and regular feedback provided by the trainings made by applying simulation increase the performance and self-confidence of the student. It is stated that the possibility of repeated application reduces the anxiety of the students. It is seen that different simulation types are used in the development of skills in nursing students in studies on this subject. As a result; It is seen that simulation has unlimited potential as an educational method and tool in nursing education. However; No study was found on a specific nursing practice and within the simulation scenario. of the study; In this study, it is aimed to evaluate the effectiveness of using standardized/simulated patient and low-fidelity patient models in head bath practice, which is one of the basic skills of nursing students. As a result of this study, the effective training method in the teaching of the head bath skill, which is taught within the scope of the nursing principles course, will be determined. In addition, it is thought that the periodical follow-up of the students (right after the teaching and at the end of the semester) and the permanence level of this education include a different aspect from other studies.

Conditions

Nursing Education

Keywords

Nurse-Patient Relations; simulation; standardized patient

Outcome Measures

Primary Outcomes (2)

• Standardized patient

  It is expected that the education method based on standard patient practice will be more effective in change the Spielberger State and Trait Anxiety Scale scores related to head washing skills in nursing students. The Spielberger State and Trait Anxiety Inventory is used to collect data about students' anxiety levels. It consists of a total of 40 items and two parts, namely "State Anxiety Inventory" and "Trait Anxiety Inventory". The State and Trait Anxiety Inventory consists of 40 items. The total point value obtained from the scale is between 20-80. A high score indicates a high level of anxiety.

  3 months

• Model with Low Closeness to Reality

  It is expected that the Modified Simulation Effectiveness Tool score will be change for the nursing students who practice the skill on the model, whose closeness to reality is low in the teaching of the head bath skill. This tool consists of 19 items. The score range of the vehicle is between 18-95. An increase in the score obtained from this tool indicates that the skill performed on the simulation is effective.

  3 months

Study Arms (2)

Model with low proximity to reality group

EXPERIMENTAL

The students included in the experimental group 1 practiced the head bathing skill on a model with low proximity to reality. The model used here is a human model belonging to the Gaumard Scientific company with low proximity to reality.

Other: Head bathing skill

Standardized patient Group

EXPERIMENTAL

The students in the experimental group 2 practiced the head bath skill on the standardized patient. A standardized patient is a healthy individual pretending to be a patient.

Other: Head bathing skill

Interventions

Head bathing skill OTHER

A group of students will practice the head bathing skill in a model with low proximity to reality, while the students in the other group will practice on a healthy individual (Standardized patient) pretending to be patient.

Model with low proximity to reality group; Standardized patient Group

Eligibility Criteria

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

You may qualify if:

• Being a first year student of a nursing undergraduate program,
• To be taking the Nursing Basic Principles and Practices course for the first time,
• Getting a score of at least 80 and above in the Pre-Test for Measuring Head Bath Knowledge Levels, and
• To volunteer to participate in the study.

You may not qualify if:

• To not volunteer to participate in the study.

Sponsors & Collaborators

• Istanbul Medeniyet University: lead
• Istanbul University - Cerrahpasa: collaborator

Study Sites (1)

Istanbul Medeniyet University- Faculty of Health Sciences

Istanbul, Kartal, Turkey (Türkiye)

Location

Related Publications (10)

• Cant RP, Cooper SJ. Simulation-based learning in nurse education: systematic review. J Adv Nurs. 2010 Jan;66(1):3-15. doi: 10.1111/j.1365-2648.2009.05240.x.

  PMID: 20423432 BACKGROUND

• Alinier G. A typology of educationally focused medical simulation tools. Med Teach. 2007 Oct;29(8):e243-50. doi: 10.1080/01421590701551185.

  PMID: 18236268 BACKGROUND

• Bradley P. The history of simulation in medical education and possible future directions. Med Educ. 2006 Mar;40(3):254-62. doi: 10.1111/j.1365-2929.2006.02394.x.

  PMID: 16483328 BACKGROUND

• Klipfel JM, Carolan BJ, Brytowski N, Mitchell CA, Gettman MT, Jacobson TM. Patient safety improvement through in situ simulation interdisciplinary team training. Urol Nurs. 2014 Jan-Feb;34(1):39-46.

  PMID: 24716380 BACKGROUND

• Leighton K, Ravert P, Mudra V, Macintosh C. Updating the Simulation Effectiveness Tool: Item Modifications and Reevaluation of Psychometric Properties. Nurs Educ Perspect. 2015 Sep-Oct;36(5):317-23. doi: 10.5480/15-1671.

  PMID: 26521501 BACKGROUND

• Maran NJ, Glavin RJ. Low- to high-fidelity simulation - a continuum of medical education? Med Educ. 2003 Nov;37 Suppl 1:22-8. doi: 10.1046/j.1365-2923.37.s1.9.x.

  PMID: 14641635 BACKGROUND

• McCaughey CS, Traynor MK. The role of simulation in nurse education. Nurse Educ Today. 2010 Nov;30(8):827-32. doi: 10.1016/j.nedt.2010.03.005. Epub 2010 May 16.

  PMID: 20483188 BACKGROUND

• Wilford A, Doyle TJ. Integrating simulation training into the nursing curriculum. Br J Nurs. 2006 Sep 28-Oct 11;15(17):926-30. doi: 10.12968/bjon.2006.15.17.21907.

  PMID: 17077785 BACKGROUND

• Yoo MS, Yoo IY. The effectiveness of standardized patients as a teaching method for nursing fundamentals. J Nurs Educ. 2003 Oct;42(10):444-8. doi: 10.3928/0148-4834-20031001-06.

  PMID: 14577730 BACKGROUND

• Stefanski RR, Rossler KL. Preparing the novice critical care nurse: a community-wide collaboration using the benefits of simulation. J Contin Educ Nurs. 2009 Oct;40(10):443-51; quiz 452-3. doi: 10.3928/00220124-20090923-03.

  PMID: 19831325 BACKGROUND

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: INVESTIGATOR
• Masking Details: For randomization, a randomization table was created using the http://stattrek.com/statistics/random-numbergenerator.aspx site. As a result, the sample of the research; The purpose of the study was explained, and after the briefing, a total of 80 students, 40 students in both groups, who were allowed to participate in the research and who met the criteria for inclusion in the sample, formed.
• Purpose: HEALTH SERVICES RESEARCH
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Research Assistant

Model Details: The sample size of the study; Using the G\* Power 3.1.9.2 program, the mean and standard deviation of a similar study in the literature (İlaslan, 2019) (Spielberger State Anxiety Scale total score mean=28.8; SD=5.4 and Spielberger State Anxiety Scale total score mean=39, 5; SD=10.4). For the calculated effect size=0.91, α=0.05 and power=0.95, it was determined that there should be at least 33 students in both groups, for a total of 66 students. Students in the sample group were randomly assigned by the researcher to the Low-Reality Model (Experimental-1 Group) and Standardized Patient (Experimental-2 Group) groups.

Study Record Dates

• First Submitted: August 5, 2022
• First Posted: August 11, 2022
• Study Start: December 25, 2021
• Primary Completion: February 8, 2022
• Study Completion: July 30, 2022
• Last Updated: August 11, 2022

Record last verified: 2022-08

Locations

TU (1)