The Effect of Screen-Based Simulation Training on Self-Efficacy and Self-Confidence in Learning

NCT06548659 | Completed

• 1 other identifier: 0000-0003-1659-3464
• Study Type: interventional
• Target: 198
• Locations: 1 country
• Sites: 1

Brief Summary

This study was conducted to evaluate the effect of screen-based simulation training on nursing students' self-efficacy in pediatric medication administration and self-confidence in learning. H1o: Screen-based simulation training has no effect on nursing students' self-efficacy in pediatric medication administration. H1₁: Education provided with screen-based simulation has an effect on nursing students' self-efficacy in pediatric medication administration. H2o: Education provided with screen-based simulation has no effect on student satisfaction. H2₁: Education provided with screen-based simulation has an effect on student satisfaction. H3o: Education provided with screen-based simulation has no effect on nursing students' self-confidence in learning. H3₁: Education provided with screen-based simulation has an effect on nursing students' self-confidence in learning. The lesson was taught to the intervention group using the traditional method. The control group was trained with a screen-based simulation. Self-efficacy and self-confidence in learning results were compared.

Conditions

Educational Problems

Keywords

Nursing education; simulation

Outcome Measures

Primary Outcomes (1)

• Creation of screen-based simulation

  The simulation was prepared in accordance with the good practice standards established by the International Nursing Association for Clinical Simulation and Learning. All animations used in the simulation were taken from the database of the Canva Pro application. The Lumi Education program was used for the software infrastructure. In this way, virtual patients, materials needed while providing care to the patient, necessary information, and process steps were provided to work on interactive screens. In the simulation, Voiser voiceover was used to provide education on the subject and to voice the avatar responsible for guiding the student in the simulation. A total of 4 scenarios were created. The subject description in the simulation scenarios, patient information (height, weight, disease, etc.), sample dose calculation questions, questions created for virtual patients were created by reviewing the literature, drug administration guide and textbooks.

  3 months

Secondary Outcomes (3)

• Data collecting for sociodemographic Characteristics

  2 months

• Data collection for Satisfaction and Self-Confidence

  2 months

• Data collecting for Self-Efficacy

  2 months

Study Arms (2)

intervention group

EXPERIMENTAL

Students who agreed to participate in the study and met the inclusion criteria were divided into two groups, intervention and control groups, using a computer-based randomized program. 8 people who did not attend the lecture were not included in the continuation of the study. Randomization occurred among 198 individuals. The intervention group was trained in groups of 10 people with screen-based simulation in the computer laboratory. A pilot study was conducted with the first group. No negative feedback was received. Pilot study group data were also included in the study. 20 days after the training they received through simulation, the Student Satisfaction and Learning Self-Confidence Scale used in Simulation Training and the Self-Efficacy Scale in Drug Administration in Children were re-administered to Nursing Students. It was applied to both groups through face-to-face interview technique and survey.

Behavioral: screen-based simulation

control group

NO INTERVENTION

The subject of drug administration in children was explained to all participating students using the traditional narrative method. Students who agreed to participate in the study and met the inclusion criteria were divided into two groups, intervention and control groups, using a randomized program. Randomization occurred among 198 individuals. The control group was not given training via simulation at this stage of the study and ended with the training that both groups received in step 2. Student Satisfaction and Self-Confidence in Learning Scale and Nursing Students Self-Efficacy Scale for Medication Administration in Children were re-administered to both groups and the results were obtained. analyzed. After the data collection process was completed, the control group was also given medication administration training to children through simulation.

Interventions

screen-based simulation BEHAVIORAL

Randomization took place among 198 people. The intervention group was given training on pediatric medication administration through screen-based simulation.

intervention group

Eligibility Criteria

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

You may qualify if:

• Being over 18 years of age,
• Volunteering to participate in the research.
• Within the scope of the thesis study, to have attended the theoretical course on drug administration in children given with the traditional lecture method.

You may not qualify if:

• Being under 18 years of age,
• Not volunteering to participate in the research,
• Not having attended the theoretical course on drug administration in children, which was given with the traditional lecture method, within the scope of the thesis study.

Sponsors & Collaborators

• Balikesir University: lead

Study Sites (1)

Balıkesir University

Balıkesir, Altıeylül, 10100, Turkey (Türkiye)

Location

Related Publications (1)

• Bayram HC, Ergun S. Effect of screen-based simulation on pediatric drug administration among nursing students: a randomized controlled trial. Rev Esc Enferm USP. 2025 Dec 1;59:e20250249. doi: 10.1590/1980-220X-REEUSP-2025-0249en. eCollection 2025.

  PMID: 41335049 DERIVED

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Masking Details: A blind technique was used for the expert who would perform the statistical analysis of the study. The data were tabulated as groups A and B, without using the terms intervention and control group. Statistical analysis of the data was carried out by a statistician other than the person who performed the randomization. The hypotheses of the study were kept confidential in order to prevent the detection bias and risk of bias of the statistician. Thus, internal validity was ensured by randomization and blinding techniques.
• Purpose: HEALTH SERVICES RESEARCH
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Nurse Practitioner

Model Details: Randomization took place among 198 people. While the intervention group was given training on pediatric medication practices with a screen-based simulation, the control group was not given simulation training at this stage of the study, and ended with training on pediatric medication practices, with the training that both groups received in the 2nd step.

Study Record Dates

• First Submitted: July 17, 2024
• First Posted: August 12, 2024
• Study Start: February 16, 2024
• Primary Completion: April 10, 2024
• Study Completion: July 11, 2024
• Last Updated: August 12, 2024

Record last verified: 2024-08

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)