Comparison of Peer-Led Simulation Facilitation Methods on Nursing Students

University of Health Sciences, Hamidiye Faculty of Nursing

There are limited studies in the literature on the peer-led facilitator involved in each stage of the simulation in simulation-based experience in nursing education. The purpose of this research is to examine the effect of having a competent senior nursing undergraduate student with simulation knowledge and experience as a facilitator at every stage of the simulation, on the effectiveness of the simulation (Simulation Effectiveness Tool), and on the participants' satisfaction and self-confidence in learning.

Method: This research is a prospective, randomized, crossover-designed experimental type of research. Structured Student Information Form, Modified Simulation Effectiveness Tool, Student Satisfaction, and Self-Confidence in Learning Scale will be used to collect data. The population of the research consists of all students enrolled in the first year of the Hamidiye Faculty of Nursing at the University of Health Sciences. Since voluntary participation in the research is based, students who want to participate will constitute the sample. Students will be divided into two groups of eight and will undergo two simulations for two consecutive days. Students in the first arm completed the simulation under the leadership of a peer facilitator on the first day, and under the leadership of an instructor facilitator on the second day; Students in the second arm will receive simulation training under the leadership of an instructor facilitator on the first day, and under the leadership of a peer facilitator on the second day.

Study Overview

• Status: Not yet recruiting
• Conditions: Nurse's Role; Simulation of Physical Illness
• Intervention / Treatment: Behavioral: Scenario-based simulation

Detailed Description

The instructor who facilitates the simulation training has a "Simulation Applications" certificate. The peer facilitator is a 4th-grade student who has received 2-day simulation training and has at least 3 simulation experiences.

Students will be divided into two groups of eight and will undergo two simulations for two consecutive days. Students in the first arm completed the simulation under the leadership of a peer facilitator on the first day, and under the leadership of an instructor facilitator on the second day; Students in the second arm will receive simulation training under the leadership of an instructor facilitator on the first day, and under the leadership of a peer facilitator on the second day.

In this study, data will be collected through a 3-stage application process.

1. Information

   • Respiratory Activity and Diabetes Management topics, which are in the Health Assessment course curriculum, will be explained to first-year students in the spring semester of the 2023-2024 Academic Year at the Faculty of Nursing, where the study will be carried out, by the instructor in charge of the course on the days and hours specified in the course program.
   • At the end of the course, explain to the students the purpose of the study, the method, and that the data will be used only for scientific purposes.
   • Students who volunteer to participate in the study are explained to the students who volunteer to participate in the study, and their verbal and written consent is obtained by explaining the duration, flow, and expectations of the application.
   • Informing students by deciding on the application day and time
   • Providing orientation to students by giving them information about the simulation environment and management in the application laboratory on the application day.

2. Simulation Training

   • Sharing the patient's information for which a scenario text was created for the students before the application.
   • Explaining what the goals are expected from students.
   • Carrying out both simulation applications on separate days and in a way that students in both groups stay in the simulation environment for the same amount of time.

3. Analysis

   • Holding a peer evaluation meeting after the simulation, where the groups experience the simulation.
   • Discuss students' thoughts about the process (their practices, decisions, and outcomes) regarding their simulation experience.
   • Discussing expected and achieved goals.
   • Following the analysis meeting, the Structured Student Information and Evaluation Form, Modified Simulation Effectiveness Tool, Student Satisfaction, and Self-Confidence in Learning Scale are administered to the students.

• Study Type: Interventional
• Enrollment (Estimated): 70
• Phase: Not Applicable

Contacts and Locations

• Study Contact: Name: Demet İnangil; Phone Number: 05303021160; Email: demet.inangil@sbu.edu.tr
• Study Contact Backup: Name: İlayda Türkoğlu; Phone Number: 05073819491; Email: ilayda.turkoglu@sbu.edu.tr

Study Locations

• Turkey
  • İstanbul, Turkey, 34668
    • University of Health Sciences
    • Contact: Demet İnangil; Phone Number: 05303021160; Email: demet.inangil@sbu.edu.tr

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Adult; Older Adult
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

• Being 18 years or older,
• Having taken the Health Assessment course,
• Experienced education with simulation for the first time,
• Being willing and able to participate in the study.

Exclusion Criteria:

• Incomplete filling of Data Collection Forms,
• Not attending the simulation training on the day and time.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Other
• Allocation: Randomized
• Interventional Model: Crossover Assignment
• Masking: None (Open Label)

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: First Arm; Students in the first arm received simulation training under the leadership of a peer facilitator on the first day, and under the leadership of an instructor facilitator on the second day.	Behavioral: Scenario-based simulation; Scenario-based simulation prepared for Respiratory Activity and Diabetes Management topics in the course curriculum
Experimental: Second Arm; Students in the second arm received simulation training under the leadership of an instructor facilitator on the first day and under the leadership of a peer facilitator on the second day.	Behavioral: Scenario-based simulation; Scenario-based simulation prepared for Respiratory Activity and Diabetes Management topics in the course curriculum

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Simulation Effectiveness	Output regarding students' perceptions of the effectiveness of learning in a simulation environment. It will be measured with the Modified Simulation Effectiveness Tool. The measurement tool has 19 items and four subscales. Sub-dimensions of the measuring tool; These are prebriefing, learning, confidence and debriefing. The preliminary information sub-dimension consists of two items, the learning sub-dimension consists of six items, the trust sub-dimension consists of six items, and the analysis sub-dimension consists of five items.	Through study completion, an average of 1 months
Student Satisfaction and Self-Confidence in Learning	Outcome regarding students' attitudes and beliefs about simulation. It will be measured by the Student Satisfaction and Learning Self-Confidence Scale. The scale, which is widely used to measure students' attitudes and beliefs about simulation, was published by the National League for Nurses (NLN) (Franklin, Burns and Lee 2014). It consists of two subscales: "satisfaction with learning" and "self-confidence" and a total of 13 items. In the satisfaction with learning sub-dimension; Five items measuring satisfaction with the teaching method, variety of learning materials, facilitation, motivation and overall suitability of the simulation are included in the self-confidence subscale; There are eight sub-items in content adequacy: self-confidence, content necessity, skill development, available resources and information on how to get help to solve clinical problems in the simulation.	Through study completion, an average of 1 months

Collaborators and Investigators

• Sponsor: Istanbul Saglik Bilimleri University

Publications and helpful links

General Publications

• Niu Y, Liu T, Li K, Sun M, Sun Y, Wang X, Yang X. Effectiveness of simulation debriefing methods in nursing education: A systematic review and meta-analysis. Nurse Educ Today. 2021 Dec;107:105113. doi: 10.1016/j.nedt.2021.105113. Epub 2021 Aug 27.

Study record dates

Study Major Dates

• Study Start (Estimated): December 15, 2023
• Primary Completion (Estimated): January 1, 2024
• Study Completion (Estimated): January 15, 2024

Study Registration Dates

• First Submitted: November 21, 2023
• First Submitted That Met QC Criteria: December 6, 2023
• First Posted (Estimated): December 15, 2023

Study Record Updates

• Last Update Posted (Estimated): December 15, 2023
• Last Update Submitted That Met QC Criteria: December 6, 2023
• Last Verified: December 1, 2023

More Information

Terms related to this study

• Keywords: simulation, peer-led, facilitation
• Other Study ID Numbers: 2023/16-25

Drug and device information, study documents

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