Simülasyon Tabanlı Eğitimin Ebelik Öğrencilerinin Tıbbi Hata Eğilimleri ve Hasta Bakım Davranışlarını Algılamaları Üzerine Etkisi: Randomize Kontrollü Çalışma

Year 2022, Volume: 6 Issue: 3, 405 - 418, 30.09.2022

Ayşegül Durmaz , Çiğdem Gün Kakaşçı

https://doi.org/10.46237/amusbfd.940905

Cited By: 1

Abstract

Amaç: Tıbbi hataların önlenmesinde, öğrencilerin yetkinliğini arttırabilmek için simülasyon kullanımı yaygınlaşmaktadır. Çalışmada simülasyon tabanlı eğitimin ebelik öğrencilerinin tıbbi hata yapma eğilimleri ve hasta bakım davranışlarını algılamaları üzerine etkisini belirlemek amaçlandı.
Yöntem: Çalışma tek körlü, prospektif ve randomize kontrollü olarak yürütüldü. Çalışmaya deney ve kontrol gruplarında 60 olmak üzere toplam 120 öğrenci dâhil edildi. Veri toplamada bireysel bilgi formu, Tıbbi Hata Eğilim ve Bakım Değerlendirme Ölçekleri kullanıldı. Veriler Mann Whitney-U testi, Bağımsız gruplarda t testi, pearson, spearman korelasyon testleri ve regresyon testi ile değerlendirildi. Testlerde p<0.05 değeri istatistiksel olarak anlamlı kabul edildi.
Bulgular: Çalışmaya dahil edilen deney ve kontrol grubu öğrencileri arasında sosyo-demografik değişkenler (gelir düzeyi, aile tipi, anne ve baba eğitimi) benzerdi (p>0.05). Öğrencilerin Bakım Değerlendirme ölçeğinden aldıkları puan ortalamaları deney ve kontrol grupları için sırasıyla 309.15±17.58, 255.42±44.00 olarak saptandı. Deney ve kontrol grupları için Tıbbi hataya eğilim puan ortalamaları ise sırasıyla 201.25±31.09, 146.08±37.89 bulundu (p=0.000). Tıbbi hata yapmaya eğilim oranının kontrol grubunda deney grubuna göre 2.734 kat arttığı bulunmuştur. Deney grubunun bakım davranışlarını uygulama sıklığının ve algılamalarının oranının ise kontrol grubuna göre 3.577 kat olumlu yönde arttığı saptanmıştır.
Sonuç: Çalışmada simülasyon tabanlı eğitim, ebelik öğrencilerinin tıbbi hataya eğilimlerini azalttığı ve bakım davranışlarına yönelik algılarını arttırdığı görülmüştür. Ebelik mesleki eğitimi sırasında simülasyon tabanlı eğitim uygulamalarının kullanılması yetkin ve kalifiye meslek üyelerinin yetişmesinde önem arzetmektedir.

Keywords

Simulasyon, Simulasyon, Tıbbi hata, Algı, Bakım, Ebelik öğrencileri

Supporting Institution

Destek alınmadı

Project Number

-

The Effects of Simulation-Based Training on Midwifery Student Malpractice Trends and Student Perceptions of Care Behaviors: A Randomized Controlled Trial

Abstract

Objective: The use of simulation is becoming widespread in order to increase the competence of students, especially in preventing medical errors. The study aimed to determine the effect of simulation-based training on midwifery students’ malpractice trends and perceptions of care behaviors.
Method: This study is a single blind, prospective, and randomized controlled trial. A total of 120 students, 60 in the experimental and control groups, were included in the study. The students were given theoretical training and practical training with simulation method. The data were collected using a personal information form, Medical Malpractice Tendency Scale and Caring Assessment Questionnaire. Data were evaluated with Mann Whitney-U test, independent groups t test, pearson, spearman correlation tests and regression test. A p value of <0.05 was considered statistically significant in the tests.
Results: Socio-demographic variables (income level, family type, and parental education) of the control and experimental groups were similar (p>.05). Mean scores of the students in the experimental and control groups from the caring assessment questionnaire were 309.15±17.58 and 255.42±44.00, respectively. The mean scores from the medical malpractice tendency scale were 201.25±31.09 and 146.08±37.89, respectively (p=.000). The results showed that the control group had medical malpractice tendencies 2.734 times more than the experimental group. However, the experimental group showed a 3.577 times higher rate of providing and perceiving care behaviors than the control group.
Conclusion: In the study, it was seen that simulation-based training reduced midwifery students' malpractice trends and increased their perceptions on care behaviors. The use of simulation-based training applications during midwifery profession training is important in raising competent and qualified professionals.

Keywords

Simulation, Malpractice, Perception, Care, Midwifery students

Project Number

-

References

• 1. Lee, J. J., Yeung, K. C. Y., Clarke, C. L. & Yoo, J. (2019). Nursing students’ learning dynamics and perception of high-fidelity simulation-based learning. Clinical Simulation in Nursing, 33(C), 7-16. https://doi.org/10.1016/j.ecns.2019.04.008
• 2. Seaton, P., Levett-Jones, T., Cant, R., Cooper, S., Kelly, M. A., McKenna, L., et al. (2019). Exploring the extent to which simulation-based education addresses contemporary patient safety priorities: a scoping review. Collegian, 26(1), 194-203. https://doi.org/10.1016/j.colegn.2018.04.006
• 3. Thomas, C. M. & Kellgren, M. (2017). Benner’s novice to expert model: An application for simulation facilitators. Nursing Science Quarterly, 30(3), 227-234. https://doi.org/10.1177/0894318417708410
• 4. Young, S., Dunipace, D., Pukenas, E. & Pawlowski, J. (2019). Can simulation improve patient outcomes? International Anesthesiology Clinics, 57(3), 68-77. https://doi.org/10.1097/AIA.0000000000000240
• 5. Bryant, D. K. (2019). A Review: Embedding a simulation training program in labor and delivery to ımprove healthcare quality, clinical outcomes, and patient satisfaction. Open Journal of Obstetrics and Gynecology, 9(9), 1226-1249. doi: 10.4236/ojog.2019.99120
• 6. Cheraghi, A., Riazi, H., Emamhadi, M. & Jambarsang, S. (2018). Comparison of the viewpoints of midwives working in teaching hospitals and health centers in tehran city about management factors associated with midwifery errors (Iran). Qom University of Medical Sciences Journal, 12(4), 42-50. URL: http://journal.muq.ac.ir/article-1-1632-en.html
• 7. Kahriman, I., Öztürk, H., Bahcecik, N., Sökmen, S., Kücük, S., Calbayram, N., et al. (2018). The effect of theoretical and simulation training on medical errors of nurse students in Karadeniz Technical University, Turkey. J Pak Med Assoc, 68(11), 1636-43. https://www.jpma.org.pk/article-details/8928
• 8. Pebolo, F., Judith, A. & Dan, K. K. (2019). Prevalence and factors associated with episiotomy practice among primiparous women in Mulago national referral hospital Uganda. International Journal of Pregnancy & Child Birth, 5(5), 197-201
• 9. Guler, H., Cetin, P., Yurtsal, Z. B., Cesur, B., Bekar, M., Uçar, T., et al. (2018). Effect of episiotomy training with beef tongue and sponge simulators on the self-confidence building of midwifery students. Nurse Education in Practice, 30, 1-6. https://doi.org/10.1016/j.nepr.2018.02.004
• 10. Eston, M., Stephenson-Famy, A., McKenna, H. & Fialkow, M. (2020). Perineal laceration and episiotomy repair using a beef tongue model. MedEdPORTAL, 16, 10881 https://doi.org/10.15766/mep_2374-8265.10881
• 11. Ozata, M. & Altunkan, H. (2010). Frequency of medical errors in hospitals, determination of medical error types and medical errors: Konya sample. Journal of Medical Research, 8(2), 100-111. Available from:
• https://www.medikalakademi.com.tr/?get_group_doc=20/1460364096-hastane-tibbi-hata.pdf
• 12. Bodur, S., Filiz, E., Cimen, A. & Kapcı, C. (2012). Attitude of final year students of midwifery and nursing school on patient safety and medical errors. Genel Tıp Dergisi, 22(2), 37-42. Available from: http://www.geneltip.org/upload/sayi/9/GTD-00005.pdf
• 13. Aydin, Y., Turan, Z. & Dikmen, Y. (2016). Identification the level of tendency in malpractice among midwife and nurse interns. International Journal of Caring Sciences, 9(2), 463. Available from: https://pdfs.semanticscholar.org/41d6/1f1e303cfa4b79e5cdc7d0bb4619b90bbb30.pdf
• 14. Turan, G. B., Mankan, T. & Polat, H. (2017). Malpractice in nursing and midwifery students. Hsp, 4(2), 98-104. https://doi.org/10.17681/hsp-dergisi.276950
• 15. Lee, M. H., Larson, P. J. & Holzemer, W. L. (2006). Psychometric Evaluation of the Modified CARE-Q Among Chinese Nurses in Taiwan. International Journal for Human Caring, 10(4), 8-13. https://doi.org/10.20467/1091-5710.10.4.8
• 16. Eskimez Z. & Acaroğlu R. (2019). Validity and reliability of Turkish version of caring assessment questionnaire. Cukurova Medical Journal, 44, 1172-1180. https://dergipark.org.tr/en/pub/cumj/issue/42408/496287 (Eskimez, Z. Acaroğlu R. (2012). Perceptions of Nursing Students for Caring Behaviors. Istanbul University, Institute of Health Sciences, Fundamentals of Nursing Division, PhD. Thesis. Istanbul.)
• 17. Cantrell, M. L., Meyer, S. L. & Mosack, V. (2017). Effects of simulation on nursing student stress: An integrative review. Journal of Nursing Education, 56(3), 139-144. https://doi.org/10.3928/01484834-20170222-04
• 18. Ozturk D. M., Sayıner F. D. & Celik N. (2018). Evaluation of midwifery students’ opinions after computerized simulation practice. Journal of Health Services and Education, 2(2), 66-71. https://doi.org/10.26567/JOHSE.2018250152
• 19. Miles D. A. (2018). Simulation learning and transfer in undergraduate nursing education: A grounded theory study. Journal of Nursing Education, 57(6), 347-353. https://doi.org/10.3928/01484834-20180522-05
• 20. Durmaz, A., Elem, E., Unutkan, A. & Keskin, N. (2017). The effect of simulation on vaginal delivery skills and self-sufficiency levels. JoCReHeS, 7(2), 41-52. doi:10.26579/jocrehes_7.2.4. URL: http://www.jocrehes.com/Makaleler/1424558819_7-2-4_durmaz-et-all.pdf
• 21. Posmontier, B., Montgomery, K., Glasgow, M. E. S., Montgomery, O. C. & Morse, K. (2012). Transdisciplinary teamwork simulation in obstetrics–gynecology health care education. Journal of Nursing Education, 51(3), 176-179. https://doi.org/10.3928/01484834-20120127-02
• 22. Doody, O. & Condon, M. (2013). Using a simulated environment to support students learning clinical skills. Nurse Education in Practice. 13(6), 561-566. https://doi.org/10.1016/j.nepr.2013.03.011
• 23. Lendahls, L. & Oscarsson, M. G. (2017). Midwifery students' experiences of simulation-and skills training. Nurse Education Today, 50, 12-16. https://doi.org/10.1016/j.nedt.2016.12.005
• 24. Basak, T. & Cerit, B. (2019). Comparing two teaching methods on nursing students' ethical decision-making level. Clinical Simulation in Nursing, 29, 15-23. https://doi.org/10.1016/j.ecns.2019.02.003.
• 25. Sullivan, N., Swoboda, S. M., Breymier, T., Lucas, L., Sarasnick, J., Rutherford-Hemming, T., et al. (2019). Emerging evidence toward a 2:1 clinical to simulation ratio: A study comparing the traditional clinical and simulation settings. Clinical Simulation in Nursing, 30, 34-41. https://doi.org/10.1016/j.ecns.2019.03.003.
• 26. Stanley, T. A., Battles, M., Bezruczko, N. & Latty, C. (2019). Efficacy of simulation for caregivers of children with a tracheostomy. Clinical Simulation in Nursing, 31(C), 9-16. https://doi.org/10.1016/j.ecns.2019.03.005.
• 27. Parry, M. & Fey, M. K. (2019). Simulation in advanced practice nursing. Clinical Simulation In Nursing, 26, 1-2. https://doi.org/10.1016/j.ecns.2018.11.004
• 28. Dearnley, C. A. & Meddings, F. S. (2007). Student self-assessment and its impact on learning–A pilot study. Nurse Education Today, 27(4), 333-340. https://doi.org/10.1016/j.nedt.2006.05.014
• 29. Valen, K., Holm, A. L., Jensen, K. T. & Grov, E. K. (2019). Nursing students’ perception on transferring experiences in palliative care simulation to practice. Nurse Education Today, 77, 53–58. doi:10.1016/j.nedt.2019.03.007
• 30. Shiao, T. H., Wu, C. Y., Yang, Y. Y., Chang, S. C., Shulruf, B., Yang, L. Y., et al. (2019). Pilot simulation-based research for evaluation, training and assessment of holistic nursing at four intensive care unit sites. MedEdPublish, 8(1),40. https://doi.org/10.15694/mep.2019.000040.1