The Effect of Simulation on Cardiac Auscultation Competence
The Effect of Simulation on Cardiac Auscultation Competence of Nursing Students: A Randomised Controlled Study
This randomized controlled study aims to determine the effect of simulation on the cardiac auscultation competence of nursing students. The main questions it aims to answer are:
- Simulation is effective in developing the cardiac auscultation competence of nursing students.
- The psychoacoustic approach is effective in developing the cardiac auscultation competence of nursing students.
One week after the 2-hour theoretical lecture, all three groups will be taken simultaneously to a 3-hour laboratory practice for cardiac auscultation. An instructor will lead each group to ensure coordination. The psychoacoustic approach group will listen to normal heart sounds (S1, S2), abnormal heart sounds (S3, S4) and murmur sounds from the audio file uploaded to their mobile phones in the laboratory environment through headphones for 500 repetitions each. The simulation group will practice auscultation of heart sounds in a one-to-one and repetitive manner, working with a high reality simulator. Trainers will act as facilitators during the cardiac auscultation practice of the students in the intervention groups. The control group will continue with the standard education.
Study Overview
Status
Status
Conditions
Conditions
Intervention / Treatment
Intervention / Treatment
Study Type
Study Type
Enrollment (Actual)
Enrollment
Phase
Phase
- Not Applicable
Contacts and Locations
Study Contact
Study Contact
- Name: Gülcan Eyüboğlu, PhD
- Phone Number: +905054191061
- Email: gulcanboke@gmail.com
Study Locations
-
-
Yenimahalle
-
Ankara, Yenimahalle, Turkey, 06500
- Gazi University Faculty of Nursing
-
-
Participation Criteria
Eligibility Criteria
Eligibility Criteria
Ages Eligible for Study
- Adult
- Older Adult
Accepts Healthy Volunteers
Description
Inclusion Criteria:
- First-time registration in the course.
Exclusion Criteria:
- Non-native speakers of the country's native language.
- Previous graduation from any health-related university.
Study Plan
How is the study designed?
Design Details
- Primary Purpose: Other
- Allocation: Randomized
- Interventional Model: Factorial Assignment
- Masking: Single
Number of Arms
Arms and Interventions
Participant Group / ArmParticipant Group / Arm |
Intervention / TreatmentIntervention / Treatment |
|---|---|
|
Experimental: Psychoacoustic group
The psychoacoustic approach group will listen to normal heart sounds (S1, S2), abnormal heart sounds (S3, S4) and murmur sounds from the audio file uploaded to their mobile phones in the laboratory environment through headphones for 500 repetitions each.
|
The psychoacoustic approach group will listen to normal heart sounds (S1, S2), abnormal heart sounds (S3, S4) and murmur sounds from the audio file uploaded to their mobile phones in the laboratory environment through headphones for 500 repetitions each.
|
|
Experimental: Simulation group
The simulation group will practice auscultation of heart sounds in a one-to-one and repetitive manner, working with a high reality simulator.
Trainers will act as facilitators during the cardiac auscultation practice of the students in the intervention groups.
|
The simulation group will practice auscultation of heart sounds in a one-to-one and repetitive manner, working with a high reality simulator.
Trainers will act as facilitators during the cardiac auscultation practice of the students in the intervention groups.
|
|
No Intervention: Control group
The control group will continue with the standard education.
|
What is the study measuring?
Primary Outcome Measures
Primary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
|
achievement test
Time Frame: From enrollment to the end of education at 4 weeks.
|
It is a four-question test in which students mark the cardiac sounds they listen to on the computer.
|
From enrollment to the end of education at 4 weeks.
|
Secondary Outcome Measures
Secondary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
|
Student Satisfaction and Confidence in Learning
Time Frame: At the end of education at 4 weeks.
|
It is a five-point Likert-type scale consisting of 13 statements.
It consists of two sub-dimensions: 'satisfaction with learning' and 'self-confidence'.
The higher mean score obtained from the scale, the higher the student's satisfaction with the teaching method applied and the higher the level of self-confidence in learning.
|
At the end of education at 4 weeks.
|
Collaborators and Investigators
Sponsor
Sponsor
Study record dates
Study Major Dates
Study Start (Actual)
Study Start
Primary Completion (Actual)
Primary Completion
Study Completion (Actual)
Study Completion
Study Registration Dates
First Submitted
First Submitted
First Submitted That Met QC Criteria
First Submitted That Met QC Criteria
First Posted (Actual)
First Posted
Study Record Updates
Last Update Posted (Actual)
Last Update Posted
Last Update Submitted That Met QC Criteria
Last Update Submitted That Met QC Criteria
Last Verified
Last Verified
More Information
Terms related to this study
Other Study ID Numbers
Other Study ID Numbers
- GaziU-HF-ES-02
Plan for Individual participant data (IPD)
Plan to Share Individual Participant Data (IPD)?
Drug and device information, study documents
Studies a U.S. FDA-regulated drug product
Studies a U.S. FDA-regulated device product
product manufactured in and exported from the U.S.
This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.