The Efficiency of Two Different Simulation Methods

The Efficiency of Two Different Simulation Methods on Developing Head Bath Skills in Nursing Students

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.

Study Overview

• Status: Completed
• Conditions: Nursing Education
• Intervention / Treatment: Other: Head bathing skill

Detailed Description

There are different definitions in the literature about simulation. Gaba (2004) defines the simulation technique as "reminding or imitating important aspects of the real environment in an interactive way, accompanied by guides, in order to change or improve real experiences". Although there is no single definition of simulation, in general, simulation is a learning method in which a realistic model of an event or process is developed or imitated. Simulation in nursing education is a learning method applied in different ways to minimize the risks that students may encounter in the clinical setting.

There are many different types of simulations that provide knowledge and skills to nursing students, guide about the problems that may be encountered in the clinical environment, and are suitable for real situations. These are divided into low-tech simulation models, standard/simulated patient, computer-assisted simulations, virtual reality and touch systems, and integrated simulations.

The use of simulation in the nursing education curriculum has many advantages. The use of simulation in nursing education; By providing experience-based learning opportunities, it enables students to increase their self-confidence and improve their clinical decision-making skills. Students gain the ability to perform complete care, decision making, assessment, teamwork, skill development and management in a safe environment without misunderstanding the patient's current situation or fear of failure.

The use of simulation in nursing education is gaining importance in Turkey due to the increase in the number of students, insufficient clinical areas and ensuring patient safety.

• Study Type: Interventional
• Enrollment (Actual): 80
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Turkey
  • Kartal
    • Istanbul, Kartal, Turkey
      • Istanbul Medeniyet University- Faculty of Health Sciences

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: 18 years and older (ADULT, OLDER_ADULT)
• Accepts Healthy Volunteers: Yes
• Genders Eligible for Study: All

Description

Inclusion Criteria:

• 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.

Exclusion Criteria:

• To not volunteer to participate in the study.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: HEALTH_SERVICES_RESEARCH
• Allocation: RANDOMIZED
• Interventional Model: PARALLEL
• Masking: SINGLE

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
EXPERIMENTAL: Model with low proximity to reality group; 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; 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.
EXPERIMENTAL: Standardized patient Group; 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; 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.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
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

Collaborators and Investigators

• Sponsor: Istanbul Medeniyet University
• Collaborators: Istanbul University - Cerrahpasa (IUC)

Publications and helpful links

General Publications

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

Study record dates

Study Major Dates

• Study Start (ACTUAL): December 25, 2021
• Primary Completion (ACTUAL): February 8, 2022
• Study Completion (ACTUAL): July 30, 2022

Study Registration Dates

• First Submitted: August 5, 2022
• First Submitted That Met QC Criteria: August 9, 2022
• First Posted (ACTUAL): August 11, 2022

Study Record Updates

• Last Update Posted (ACTUAL): August 11, 2022
• Last Update Submitted That Met QC Criteria: August 9, 2022
• Last Verified: August 1, 2022

More Information

Terms related to this study

• Keywords: simulation; Nurse-Patient Relations; standardized patient
• Other Study ID Numbers: IMU16

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: UNDECIDED

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No