The Effect of Live Subject on the Anxiety Level and Perceived Competence Level

The Effect of Simulation Practice With a Live Subject on the Anxiety Level and Perceived Competence Level of Paramedic Candidates in Approaching a Trauma Patient

This study was carried out to examine the effect of training on the proficiency and anxiety levels of Paramedic students in a realistic, simulated environment of the pre-hospital scene. A total of 72 second-year students in the Paramedic program participated in this study with an interventional approach. The data collection form used in the study consisted of sociodemographic characteristics, a self-efficacy form for approaching trauma patients, and the worry and anxiety scale. Within the framework of the research, a competition named "trauma rally" was organized for university Paramedic students, which consisted of the pre-hospital approach of injured live subjects. Through face-to-face interviews, the data collection form was filled out with the participants before, immediately after and one month after the competition.

Study Overview

• Status: Completed
• Conditions: Anxiety Level
• Intervention / Treatment: Behavioral: observation

Detailed Description

Teaching-learning strategies are methods to make it easier for the student to achieve professional goals in personal development. In the context of the academic education of healthcare professionals, ethical issues, patient safety, technological developments, health science, complexity of care measurements and current business world necessities should be taken into account by considering these strategies. In this context, simulation-based learning is one of the most effective and interesting teaching strategies and has been shown to reduce gaps between education and practice and adapt nursing students to clinical environments. Simulation is a set of structured activities that represent actual or potential situations in training and practice. These activities allow participants to develop or increase their knowledge, skills and attitudes, or to analyze and respond to realistic situations in a simulated environment. Simulations are especially important in clinical environments because they imitate various aspects of the real world and provide safe learning environments where students can practice until they reach skill competence through self-correction. As a matter of fact, the European heart association (ERC) points out that simulation programs increase the quality of trauma and advanced life support training and increase resuscitation rates after cardiac arrest. High fidelity simulation-based training can be an important component in preparing students for a successful transition into clinical practice. Additionally, it contributes to student satisfaction, confidence, competence and reduced anxiety levels. For these reasons, simulated experiences may be an option to complement traditional healthcare professional education methods.

• Study Type: Observational
• Enrollment (Actual): 2

Contacts and Locations

Study Locations

• Turkey
  • Ankara, Turkey, 06560
    • Gazi University

Participation Criteria

Eligibility Criteria

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

• Sampling Method: Probability Sample

Study Population

vocational school student

Description

Inclusion Criteria:

• volunteering

Exclusion Criteria:

• non volunteering

Study Plan

How is the study designed?

Number of groups / cohorts

1

Cohorts and Interventions

Group / Cohort	Intervention / Treatment
twenty four Group; vocational school students	Behavioral: observation; Behavioral observation and trauma measurement in live mannequin application

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
anxiety level and trauma cases	As a result, it was determined that simulation training with a live subject did not change the anxiety level of paramedic candidates, but increased their self-efficacy against trauma cases, and that there was a negative relationship between anxiety scores and self-efficacy scores. Considering that interventions on patients and injured people in the pre-hospital scene are critical, it is recommended that simulation methods be combined with traditional methods in paramedic training.	fifteen days

Collaborators and Investigators

• Sponsor: Gazi University
• Investigators: Study Chair: Sariye Bilge Doğan, M.Sc, Gazi University

Publications and helpful links

General Publications

• Lee BO, Liang HF, Chu TP, Hung CC. Effects of simulation-based learning on nursing student competences and clinical performance. Nurse Educ Pract. 2019 Nov;41:102646. doi: 10.1016/j.nepr.2019.102646. Epub 2019 Oct 23.

Study record dates

Study Major Dates

• Study Start (Actual): December 1, 2022
• Primary Completion (Actual): December 16, 2022
• Study Completion (Actual): December 31, 2022

Study Registration Dates

• First Submitted: August 6, 2024
• First Submitted That Met QC Criteria: August 13, 2024
• First Posted (Actual): August 16, 2024

Study Record Updates

• Last Update Posted (Actual): August 16, 2024
• Last Update Submitted That Met QC Criteria: August 13, 2024
• Last Verified: August 1, 2024

More Information

Terms related to this study

• Keywords: Anxiety; Simulation; Competence; Paramedic
• Additional Relevant MeSH Terms: Mental Disorders; Anxiety Disorders
• Other Study ID Numbers: E-77082166-604.01.02-300721

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO

Drug and device information, study documents

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