Determination Of Student Opinions On The Effect Of Simulation Training On The Education Of Women's Health And Diseases Nursing Course

Yıl 2019, Cilt: 5 Sayı: 1, 42 - 46, 01.01.2019

Esra Arslan Gürcüoğlu , Mehtap Uzun Aksoy , Sıdıka Pelit Aksu Ayten Şentürk Erenel

https://doi.org/10.30934/kusbed.445564

Cited By: 2

Öz

Objective: The aim of research was to determine the opinions of students who practice with simulation method in course of labor, women health and diseases nursing about effect of simulation training on teorical and clinical practices. 

Methods: The research conducted as descriptive study with 103 students who took labor, women's health and diseases nursing course in state university. Curriculum consists of theoretical education, simulation training, clinical practice respectively. 32-hours simulation training given before clinical practice in simulation laboratory. At the end of clinical practice, questionnaire forms consisting of 14 questions completed. In the evaluation of data, the mean and standard deviation for quantitative variables, number and percentage values for qualitative variables used.

Results: The mean age of students was 21.13 ± 2.16 and 84.5% was female. Students’ 87.4% stated simulation training had positive effect on preparation to clinical practice, 95.1% had self-confidence in clinical practice, 80.6% simulation had positive effect on satisfaction with practice. Students’ 75.7% saw shortcomings in advance, 72.8% stated there was an increase in clinical success, 61.2% reducing risk of mistakes. 93.2% of students thought simulation should be widespread, 71.8% stated they could use theoretical knowledge better during practice. However, students’ 59.2% stated simulation didn’t contribute to critical decision-making process, 64.1% didn’t affect exam success positively, 70.9 % didn’t increase intra-team collaboration.

Conclusion: The majority of students stated simulation training had positive effect on clinical practice, skill and cognitive ability, and suggested simulation training should be widespread. However, most students reported simulation had no positive effect on critical decision making, intra-team collaboration, exam success.

Anahtar Kelimeler

Simulation, nursing education, nursing student, nursing, clinical practice

Simülasyon Uygulamasının Kadın Sağlığı Ve Hastalıkları Hemşireliği Dersi Eğitimine Etkisine İlişkin Öğrenci Görüşlerinin Belirlenmesi

Öz

Amaç: Araştırma kadın sağlığı ve hastalıkları hemşireliği dersinde simülasyon yöntemi ile uygulama yapan öğrencilerin, simülasyon eğitiminin teorik ders ve klinik uygulama becelerileri üzerine etkisine ilişkin görüşlerini belirlemek amacıyla yapılmıştır.

Yöntem: Tanımlayıcı tipteki araştırma bir devlet üniversitesinde kadın sağlığı ve hastalıkları hemşireliği dersi alan toplam 103 öğrenci üzerinde yapılmıştır. Öğrencilerin ders programı sırasıyla teorik eğitim, senaryolar eşliğinde simülasyon eğitimi ve klinik uygulama olarak yürütülmüştür. Öğrencilere klinik uygulama öncesi simülasyon laboratuvarında, 32 saat senaryolar eşliğinde simülasyon eğitimi verilmiştir. Veriler klinik uygulamanın bitiminde, 14 sorudan oluşan anket formu aracılığıyla  toplanmıştır. Verilerin değerlendirilmesinde, nicel değişkenler için ortalama ve standart sapma, nitel değişkenler için sayı ve yüzde değerleri kullanılmıştır.

Bulgular: Öğrencilerin yaş ortalamaları 21,13±2,16 ve %84,5’i kadındır. Öğrencilerin %87,4’ü simülasyon eğitimi almanın klinik uygulamaya hazırlanmalarını olumlu etkilediğini, %95,1’i klinik uygulamada özgüveni, %80,6’sı klinik uygulamadan memnuniyetlerini olumlu yönde etkilediğini belirtmiştir. Öğrencilerin simülasyon eğitiminin klinik uygulama başarısına dair düşünceleri sorulduğunda ilk üç sırada, eksikliklerini önceden görmelerini sağladığını (%75,7), klinik başarılarını arttırdığını (%72,8) ve hata yapma riskini azalttığını (%61,2) ifade etmişlerdir. Öğrencilerin %93,2’si simülasyon eğitiminin yaygınlaştırılması gerektiğini ve %71,8’i teorik bilgilerini uygulamaya daha iyi aktarabildiklerini bildirmiştir. Ancak, öğrencilerin %59,2’si kritik karar verme sürecine katkı sağlamadığını, %64,1’i sınav başarısını olumlu etkilemediğini, %70,9’u ekip içi işbirliğini arttırmadığını bildirmiştir.

Sonuç: Öğrencilerin çoğunluğu simülasyon eğitiminin klinik uygulama, beceri ve dersi kavrama durumları üzerine olumlu etkisi olduğunu ve büyük bir çoğunluğu simülasyon eğitiminin yaygınlaştırılması gerektiğini bildirmiştir. Ancak öğrencilerin çoğu simülasyon eğitiminin kritik karar verme süreci, ekip içi iş birliği ve sınav başarısı üzerine olumlu etkilerinin olmadığını bildirmişlerdir.

Anahtar Kelimeler

Simülasyon, hemşirelik, hemşirelik eğitimi, öğrenci hemşire, klinik uygulama

Kaynakça

• Mould J, White H, Gallagher R. Evaluation of a critical care simulation series for undergraduate nursing students. Contemp. Nurse. 2011; 38 (1–2): 180–190.
• Pike T, O’Donnell, V. The impact of clinical simulation on learner self-efficacy in pre-registration nursing education. Nurse Educ Today. 2010; 30: 405–410.
• Hovancsek MT. Using simulations in nursing education. In P. Jeffries (Ed.), Simulation in nursing education: From conceptualization to evaluation. New York: National League for Nursing, 2007; s.2-10.
• Nehring WM, Lashley FR. Nursing simulation: A review of the past 40 years. Simulation & Gaming. 2009; 40: 528–552.
• Moule P, Wilford A, Sales R, Haycock L, & et al. Can the use of simulation support pre-registration nursing students in familiarising themselves with clinical skills before consolidating them in practice? Project Report. (2006). Bristol: University of the West of England. 07.04.2017’de http://eprints.uwe.ac.uk/5043/1/NMC_Final_Report_UWE.pdf adresinden indirildi.
• Warland, JE. Using simulation to promote nursing students’ learning of work organization and people management skills: A case-study. Nurse Education in Practice. 2011; 11: 186-191.
• Khalaila R. Simulation in nursing education: An evaluation of students’ outcomes at their first clinical practice combinated with simulations. Nurse Educ Today. 2014; 34: 252-258.
• Institute of Medicine (IOM), 2003. Health Professions Education: A Bridge to Quality. National Academies Press, Washington, DC.
• Cioffi J. Clinical simulations: development and validation. Nurse Educ Today. 2001; 21(6): 47- 86.
• Moorthy K, Vincent C, & Darzi A. Simulation based training. Biomed Central Nursing. 2005;330: 493-494.
• Sullivan-Mann J, Perron AC, Fellner NA. The Effects Of Simulation On Nursing Students’ Critical Thinking Scores: A Quantitative Study. Newborn & Infant Nursing Reviıews. 2009; 9(2): 111-116.
• Reilly A. & Spratt C. The perceptions of undergraduate student nurses of high-fidelity simulation-based learning: A case report from the University of Tasmania. Nurse Educ Today. 2007; 27(6): 542-550.
• Wagner D, Bear M, & Sander J. Turning simulation into reality: Increasing student competence and confidence. J Nurs Educ. 2009; 48(8): 465-467.
• Oh P, Jeon KD, Koh MS. The effects of simulation-based learning using standardized patients in nursing students: A meta-analysis. Nurse Educ Today. 2015; 35: 6-15.
• Gardner R, & Raemer DB. Simulation in obstetrics and gynecology. Obstet Gynecol Clin North Am. 2008; 35; 97–127.
• Şendir M. Kadın sağlığı hemşireliği eğitiminde simülasyon kullanımı. F.N. Hem. Derg.. 2013; 21(3): 205-212.
• Ardic M, Pinar G, Barker E. Undergraduate Nursing Students’ Perceptions of Obstetric Skills Following High-Fidelity Simulation Experience. ARC Journal of Gynecology and Obstetrics. 2016; 1(2), 19-25.
• Pinar G, Abay H, Akalin A. The effect of senarıo-based sımulatıon traınıng technology on knowledge and skılls of maternıty nursıng students ın Turkey. International Journal of Development 2016; 6(6), 8096-8101.
• Omer T. Nursing Students’ Perceptions of Satisfaction and Self-Confidence with Clinical Simulation Experience. Journal of Education and Practice. 2016; 7: 131-138.
• Zapko KA, Ferranto MLG, Blasiman R, Shelestak D. Evaluating best educational practices, student satisfaction, and selfconfidence in simulation: A descriptive study. Nurse Educ Today. 2018; 60: 28-34.
• Reid-Searl K, Happell B, Vieth L, et al. High fidelity patient silicone simulation: A qualitative evaluation of nursing students’ experiences. Collegian. 2012; 19: 77-83.
• Nehring WM, Lashley W. Current use and options regarding human patient simulators in nursing education: an international survey. Nurs. Educ. Perspect. 2004; 25(5): 244–248.
• Şendir M, Doğan P. Hemşirelik Eğitiminde Simülasyonun Kullanımı: Sistematik İnceleme. F.N. Hem. Derg. 2015; 23(1): 49-56.
• Lee OS, Kim MO. Effects and adequacy of high-fidelity simulation-based training for obstetrical nursing. Journal of Korean Academy Nursing. 2011; 41(4):433-443.
• McCabe ED, Gilmartin JM, Goldsamt AL. Student self-confidence with clinical nursing competencies in a high-dose simulation clinical teaching model. Journal of Nursing Education and Practice. 2016; 6(8): 52-58.
• Alinier G, Hunt B, Gordon R, et al. Effectiveness of intermediate-fidelity simulation training technology in undergraduate nursing education. J Adv Nurs. 2006; 54(3): 359-369.
• Lubbers J, Rossman, C. Satisfaction and self-confidence with nursing clinical simulation: Novice learners, medium fidelity, and community settings. Nurse Educ Today. 2017; 48: 140-144.