Development of a Multimedia Learning DM Diet Education Program using Standardized Patients and Analysis of Its Effects on Clinical Competency and Learning Satisfaction for Nursing Students

Experience of nursing students with standardized patients in simulation-based learning: Q-methodology study

BACKGROUND

Standardized patients (SPs) boost self-confidence, improve problem solving, enhance critical thinking, and advance clinical judgment of nursing students.

OBJECTIVE

The aim of this study was to examine nursing students' experience with SPs in simulation-based learning.

DESIGN

Q-methodology was used.

SETTING

Department of nursing in Seoul, South Korea.

PARTICIPANTS

Fourth-year undergraduate nursing students (n = 47).

METHODS

A total of 47 fourth-year undergraduate nursing students ranked 42 Q statements about experiences with SPs into a normal distribution grid.

RESULTS

The following three viewpoints were obtained: 1) SPs are helpful for patient care (patient-centered view), 2) SPs roles are important for nursing student learning (SPs roles-centered view), and 3) SPs can promote competency of nursing students (student-centered view).

CONCLUSION

These results indicate that SPs may improve nursing students' confidence and nursing competency. Professors should reflect these three viewpoints in simulation-based learning to effectively engage SPs.

The effects of simulation-based learning using standardized patients in nursing students: A meta-analysis

PURPOSE

The aim of this study was to evaluate the effect of simulation-based learning using standardized patients (SPs) on cognitive, affective, and psychomotor domain outcomes of learning in nursing students.

METHODS

MEDLINE via PubMed, Cochrane Library CENTRAL, EMBASE, CINAHL, and several Korean electronic databases (to June 2014) were searched. The RevMan 5.3 program of the Cochrane library was used for data analysis.

RESULTS

A meta-analysis was conducted of 18 controlled trials (4 randomized and 14 non-randomized designs), with a total of 1326 nursing students. Overall, simulation-based learning using SPs appeared to have beneficial effects on the cognitive, affective, and psychomotor domains of learning. In subgroup analysis, use of SPs showed significant effects on knowledge acquisition (d=0.38, p=.05, I(2)=42%), communication skill (d=1.86, p<.001, I(2)=15%), self-efficacy (d=0.61, p<.001, I(2)=6%), learning motivation (d=0.77, p<.001, I(2)=0%) and clinical competence (d=0.72, p<.001, I(2)=0%). Treatment effects on critical thinking (p=.75) and learning satisfaction (p=.43) were not significant.

CONCLUSION

The findings of the current study suggest that simulation-based learning using SPs might have a positive impact on self efficacy and learning motivation that affects knowledge and clinical skill acquisition. Therefore, these findings demonstrate that, if integrated appropriately, an SP educational approach can be used in academic settings as an active learning methodology.

Development and evaluation of simulation-based fever management module for children with febrile convulsion

BACKGROUND

A reliable and valid checklist for the evaluation of simulation learning outcomes has great value in nursing education. This study focuses on simulation-based fever management module including checklist for febrile convulsion in pediatric nursing.

PURPOSES

This study has two aims; (a) to develop a simulation-based fever management module for treating children with febrile convulsion, and (b) to evaluate students' performance and satisfaction.

PARTICIPANTS

A convenient sample of 147 senior nursing students from two nursing schools in South Korea participated in this study from April 29 to June 14, 2013.

METHODS

This study was a three-stage process: developing the simulation-based module including algorithm with scenarios, items in checklist, and contents of debriefing (Stage I), performing simulation and debriefing for nursing students (Stage II), and evaluating the evaluation checklist of simulation performance and satisfaction of nursing students (Stage III). Student satisfaction was measured using the Satisfaction of Simulations Experience [SSE] scale. Debriefing data were analyzed using the Matrix Method.

RESULTS

A scenario script was created to treat the patient's health issues. The algorithm proceeded as follows: identification of patient's condition (Step I), nursing interventions (Step II), and outcome evaluation and feedback (Step III). The total mean score of the evaluation checklist was 2.67 (±.32). The debriefing categories were as follows: non-technical skills, self-efficacy, critical thinking, and technical skills. The total mean score of the SSE was 4.48 (±.42).

CONCLUSION

This study provides a blueprint for simulation-based practice for both nursing educators and nursing students. Further studies of checklists used in different contexts would be valuable for expanding upon this research.

The effects of two educational interventions on knowledge and competence of nurses with regard to conveying gastroscopy-related information to patients

AIM

The study was to compare the effects of two different educational interventions on knowledge and competence of nurses regarding conveying gastroscopy-related information to patients.

BACKGROUND

Nurses play an important role in helping patients undergo gastroscopy and must be familiar with the procedure to provide related patient education.

DESIGN

A quasi-experimental study.

METHODS

This study in 2010 involved a pre-test and two post-tests. The experimental group (n=25) received a multimedia CD-ROM, and the comparator group (n=40) received a pocket booklet. The effects of the two educational interventions were measured using the Knowledge Test Gastroscopy Nursing Instruction Scale, the Self-Evaluation Gastroscopy Nursing Instruction Scale, and the Gastroscopy Nursing Instruction Learning Satisfaction Scale.

RESULTS

No overall significant difference in knowledge scores between the two groups was found, but subsequent post hoc analysis showed significantly higher scores in the experimental group than in the comparator group at week 6. A significant within-subjects effect of the self-evaluation gastroscopy nursing instruction scores from baseline-week 6 was dependent on the experimental group or the comparator group. There were significant between-subjects effects overall, at week 3 and at week 6.

CONCLUSION

Both educational interventions improved nurses' knowledge and competence in gastroscopy-related information. However, the CD-ROM-based intervention had long-term effects on knowledge and had short-term and long-term effects on competence.