Ateşi Olan Çocuğun Bakımında Simülasyon Eğitiminin Etkisi: Randomize Kontrollü Bir Çalışma

Year 2023, Volume: 26 Issue: 2, 84 - 89, 23.06.2023

Esra Ardahan Akgül , Atiye Karakul Pınar Doğan Zehra Doğan Beste Özgüven Öztornacı

https://doi.org/10.5152/JANHS.2023.22204

Abstract

Amaç: Bu araştırmanın amacı, simülasyon eğitiminin öğrencilerin ateşi olan bir çocuğun pediatri hemşireliği bakımı konusundaki bilgilerine etkisini incelemektir.

Yöntemler: Bu araştırma 48 öğrenci ile yürütülmüştür. Öğrenciler deney (n=24) ve kontrol (n=24) gruplarına randomize edilmiştir. Veriler; Sosyodemografik Özellik Formu, Spielberger Kaygı Envanteri ve Ateşi Olan Çocuğun Hemşirelik Bakımı Bilgi Formu aracılığıyla toplanmıştır. Çalışmanın iststistiksel analizi SPSS programında yapılmıştır. İstatistiksel analizler için Wilcoxon ve Mann–Whitney U-testleri kullanılmıştır.

Bulgular: Deney grubundaki öğrencilerin bilgi puanlarının simülasyon eğitimi sonrasında 10,25 ± 1,51'den 11,33 ± 1,30'a yükseldiği bulunmuştur (P=,010). Kontrol grubunda ise eğitim sonrasında öğrencilerin bilgi puanlarının 10,33 ± 2,07'den 10,20 ± 1,66'ya düştüğü bulunmuştur (P=,596).

Sonuç: Bu araştırmada simülasyon eğitimi yararlı olmuş ve öğrencilerin bilgi puanları artmıştır. Öğrencilerin ateşi olan çocuğun bakımı ile ilgili bilgilerinin arttırılması için simülasyon eğitimleri önerilmektedir

Keywords

Pediatri, hemşirelik eğitimi, simülasyon eğitimi, ateşli çocuk

The Effect of the Simulation Training on the Care of the Febrile Child: A Randomized Control Trial

Abstract

Objective: The purpose of this research is to examine the effect of simulation training on the students’ knowledge of pediatric nursing care of a febrile child.

Methods: This study was conducted with 48 students. Students were randomized into experimental (n=24) and control (n=24) groups. Data were collected through Sociodemographic Characteristics Form, Trait Anxiety Inventory, and Nursing Care Knowledge Form-Febrile Child. Statistical analysis of the study was performed in Statistical Package for the Social Sciences program. Wilcoxon and Mann–Whitney U tests were used for statistical analysis.

Results: It was found that the students’ knowledge scores in the experimental group were increased from 10.25 ± 1.51 to 11.33 ± 1.30 following the simulation training (P=.010). In the control group, it was found that the students’ knowledge scores decreased from 10.33 ± 2.07 to 10.20 ± 1.66 after the theoretical training (P=.596).

Conclusion: In this research, the simulation training was useful, and the student's knowledge scores increased. Simulation training is recommended to increase the knowledge of pediatric nurses about the care of children with fever.

Keywords

Pediatrics, nursing education, simulation training, febrile child

References

• 1. Zengin D, Ardahan-Sevgili S, Yardimci F, Başbakkal Z. Effect of computer-based simulator use on students’ self-confidence, satisfaction and perceived learning. Int J Caring Sci. 2021;14(1):461-467.
• 2. Shin S, Park JH, Kim JH. Effectiveness of patient simulation in nursing education: meta-analysis. Nurse Educ Today. 2015;35(1):176-182. [CrossRef]
• 3. Leighton K, Kardong-Edgren S, McNelis AM, Foisy-Doll C, Sullo E. Traditional clinical outcomes in prelicensure nursing education: an empty systematic review. J Nurs Educ. 2021;60(3):136-142. [CrossRef]
• 4. Egenberg S, Karlsen B, Massay D, Kimaro H, Bru LE. “No patient should die of PPH just for the lack of training!” Experiences from multi-professional simulation training on postpartum hemorrhage in northern Tanzania: a qualitative study. BMC Med Educ. 2017;17(1):119. [CrossRef]
• 5. Eyikara E, Baykara ZG. The importance of simulation in nursing education. World J Educ Technol Curr Issues. 2017;9(1):02-07.
• 6. Koukourikos K, Tsaloglidou A, Kourkouta L, et al. Simulation in clinical nursing education. Acta Inform Med. 2021;29(1):15-20. [CrossRef]
• 7. White P, Champion JD. Transitioning undergraduate maternal-newborn and pediatric hospital clinical experience to immersive simulation-based education. Clin Simul Nurs. 2021;61:10-13. [CrossRef]
• 8. Arslan FT, Türkmen AS, Çelen R, Özkan S, Altıparmak D, Şahin A. Comparing traditional and simulation-based experiences in pediatrics with undergraduate nursing students in Turkey. Clin Simul Nurs. 2018;16:62-69. [CrossRef]
• 9. Pastor DK, Cunningham RP, White PH, Kolomer S. We have to talk: results of an interprofessional clinical simulation for delivering bad health news in palliative care. Clin Simul Nurs. 2016;12(8):320-327. [CrossRef]
• 10. Williams BK, Pendergrass TL, Grooms TR, Florez AR. End of life simulation in a pediatric cardiac ıntensive care unit. Clin Simul Nurs. 2021;60:3-10. [CrossRef]
• 11. Mohd Saiboon IM, Musni N, Daud N, et al. Effectiveness of self-directed small-group-learning against self-directed individuallearning using self-instructional-video in performing critical emergency procedures among medical students in Malaysia: a single-blinded randomized controlled study. Clin Simul Nurs. 2021;56:46-56. [CrossRef]
• 12. Helt J, Gilmer MJ, Connors L. Clinical simulation training in nurses caring for pediatric oncology patients. Clin Simul Nurs. 2020;47:73- 81. [CrossRef]
• 13. Sarmasoglu S, Celik N, Elcin M, Senel E. Pediatric severe burn moulage: recipe and evaluation from the burn team. Clin Simul Nurs. 2020;49:32-39. [CrossRef]
• 14. Stellflug SM, Lowe NK. The effect of high fidelity simulators on knowledge retention and skill self efficacy in pediatric advanced life support courses in a rural state. J Pediatr Nurs. 2018;39:21-26. [CrossRef]
• 15. Bowling AM. The effect of simulation on skill performance: a need for change in pediatric nursing education. J Pediatr Nurs. 2015;30(3):439-446. [CrossRef]
• 16. van den Bos-Boon A, Hekman S, Houmes RJ, et al. Effectiveness of simulation training and assessment of PICU nurses’ resuscitation skills: a mixed methods study from the Netherlands. J Pediatr Nurs. 2021;59:e52-e60. [CrossRef]
• 17. Oanh TTH, Hoai NTY, Thuy PT. The relationships of nursing students’ satisfaction and self-confidence after a simulation-based course with their self-confidence while practicing on real patients in Vietnam. J Educ Eval Health Prof. 2021;18:16. [CrossRef]
• 18. Hung CC, Kao H-FS, Liu HC, Liang HF, Chu TP, Lee BO. Effects of simulation-based learning on nursing students’ perceived competence, self-efficacy, and learning satisfaction: a repeat measurement method. Nurse Educ Today. 2021;97:104725. [CrossRef]
• 19. Pence PL. Student satisfaction and self-confidence in learning with virtual simulations. Teach Learn Nurs. 2022;17(1):31-35. [CrossRef]
• 20. Maneval R, Fowler KA, Kays JA, et al. The effect of high-fidelity patient simulation on the critical thinking and clinical decision-making skills of new graduate nurses. J Contin Educ Nurs. 2012;43(3):125-134. [CrossRef]
• 21. Potts N, Mandleco B. Pediatric Nursing Caring for Children Their Families. 3rd ed. New York: Delmar Thomson Learning Inc; 2011.
• 22. Kim SJ, Oh J, Kang KA, Kim S. Development and evaluation of simulation-based fever management module for children with febrile convulsion. Nurse Educ Today. 2014;34(6):1005-1011. [CrossRef]
• 23. Kahraman A, Gümüş M, Binay Ş, et al. The effect of simulation-based education on childhood epileptic seizure management knowledge, skills, and attitudes of nursing students. Epilepsy Behav. 2019;100(A):106497. [CrossRef]
• 24. Siebert JN, Ehrler F, Combescure C, et al. A mobile device app to reduce time to drug delivery and medication errors during simulated pediatric cardiopulmonary resuscitation: a randomized controlled trial. J Med Internet Res. 2017;19(2):e31. [CrossRef]
• 25. Vinks AA, Emoto C, Fukuda T. Modeling and simulation in pediatric drug therapy: application of pharmacometrics to define the right dose for children. Clin Pharmacol Ther. 2015;98(3):298-308. [CrossRef]
• 26. Wu ML, Chao LF, Xiao X. A pediatric seizure management virtual reality simulator for nursing students: a quasi-experimental design. Nurse Educ Today. 2022;119:105550. [CrossRef]
• 27. Saied H. The impact of simulation on pediatric nursing students’ knowledge, self-efficacy, satisfaction, and confidence. J Educ Pract. 2017;8(11):95-102.
• 28. INACSL Standards Committee. INACSL standards of best practice: simulation SM simulation design. Clin Simul Nurs. 2016;12:S5-S12.
• 29. Oner N, Le Compte A. Manual for the State-Trait Anxiety Inventory. Istanbul: Bogazici Universitesi Yayinlari; 1985.
• 30. Spielberger CD, Edwards CD, Lushene RE, Montuori J, Platzek D. State-Trait Anxiety Inventory for Children. Palo Alto, CA: Consulting Psychologists Press; 1973.
• 31. Commission IT. Glossary of terms for thermal physiology. Pflugers Arch. 1987;410(4-5):567-587. [CrossRef]
• 32. Mackowiak PA, Chervenak FA, Grünebaum A. Defining fever. Open Forum Infect Dis. 2021;8(6):ofab161. [CrossRef]
• 33. Woll C, Neuman MI, Aronson PL. Management of the febrile young infant: update for the 21st century. Pediatr Emerg Care. 2017;33(11):748-753. [CrossRef]
• 34. Pitoli PJ, Duarte BK, Fragoso AA, Damaceno DG, Marin MJS. Fever in children: parents’ search for urgent and emergency services. Cien Saude Colet. 2021;26(2):445-454. [CrossRef]
• 35. Elkon-Tamir E, Rimon A, Scolnik D, Glatstein M. Fever phobia as a reason for pediatric emergency department visits: does the primary care physician make a difference? Rambam Maimonides Med J. 2017;8(1). [CrossRef]
• 36. Rathner JA, Madden CJ, Morrison SF. Central pathway for spontaneous and prostaglandin E2-evoked cutaneous vasoconstriction. Am J Physiol Regul Integr Comp Physiol. 2008;295(1):R343-R354. [CrossRef]
• 37. NICE. Fever in under 5s: Assessment and Initial Management; 2019: NG143.
• 38. Mackowiak PA, Morgan DJ. Feel the heat: a short history of body temperature. In: Br Med J Publ Group. 2017;359:j5697. [CrossRef]
• 39. Huang C, Wang Y, Li X, et al. Clinical features of patients infected with 2019 novel coronavirus in Wuhan, China. Lancet. 2020;395(10223):497-506. [CrossRef]
• 40. Viner RM, Ward JL, Hudson LD, et al. Systematic review of reviews of symptoms and signs of COVID-19 in children and adolescents. Arch Dis Child. 2020;106(8):802-807. [CrossRef]
• 41. Consolini R, Costagliola G, Gattorno M. The challenge of managing children with periodic fever syndromes in the era of COVID-19. Front Pediatr. 2021;8:914.
• 42. Cobbett S, Snelgrove-Clarke E. Virtual versus face-to-face clinical simulation in relation to student knowledge, anxiety, and self-confidence in maternal-newborn nursing: a randomized controlled trial. Nurse Educ Today. 2016;45:179-184. [CrossRef]
• 43. Hudder K, Buck-McFadyen E, Regts M, Bushuk K. A quasi-experimental study comparing virtual simulation to lab-based learning of newborn assessment among nursing students. Clin Simul Nurs. 2021;55:59-66. [CrossRef]
• 44. Komeagac A, Bektas M. Effect of the evidence-based pediatric fever management training given to nursing students. Int J Caring Sci. 2018;11(2):860-867.
• 45. Rideout M, Raszka W. Fever and seizure in a young infant: a simulation case. MedEdportal. 2016;12:10468. [CrossRef]
• 46. Ha Y-O. Effects of high-fidelity simulator and standardized patient on nursing care for children with fever in nursing students. Korean Child Health. 2017;20(1):10-17.
• 47. Chang LC, Lee PI, Guo NW, Huang MC. Effectiveness of simulation-based education on childhood fever management by Taiwanese parents. Pediatr Neonatol. 2016;57(6):467-473. [CrossRef]
• 48. Bloom BS. Taxonomy of Educational Objectives. Vol. 1: Cognitive Domain. New York: McKay. 1956:20(24):1.
• 49. Kim BN, Kim MJ. Analysis of knowledge in nursing management educational objectives based on Anderson’s Revision of Bloom’s Taxonomy. J Korean Acad Nurs Adm. 2019;25(3):198-207. [CrossRef]