Comparison of Simulation and Video Training Given to Nursing Students in Distinguishing Pathological Lung Sounds and Determining Appropriate

Öz

Introduction: Various studies have shown the effectiveness of simulation in educating nursing students. However, there has been no study investigating the effects of using simulations on nursing practices.

Aim and Method: The aim of this study was to measure the effect of simulation and video education on nursing students in terms of their ability to distinguish lung sounds and determine appropriate nursing interventions. The research was designed as a quasi-experimental study. The data were collected from 56 first-year students studying in the nursing department of a university in Turkey.

Results: When the students' ability to distinguish the sounds was analyzed, the simulated model was found to be effective in terms of normal lung sound and stridor (p<0.05). When planning appropriate nursing interventions was compared there was found to be no difference between planning for normal lung sounds, wheezing and stridor (p>0.05).

Conclusion and Suggestions: It was found that the simulation model was more effective than video in teaching nurses to distinguish lung sounds, while there was no difference between the two methods in how students determined what nursing interventions were appropriate. It is recommended that simulations be used for teaching nursing students how to distinguish sounds, while video training, which is more cost-effective, should be used in teaching  appropriate nursing interventions.

Anahtar Kelimeler

• Nursing
• Education
• Physical examination
• Simulation
• video

HEMŞİRELİK ÖĞRENCİLERİNİN AKCİĞER SESLERİNİ ÖĞRENEBİLME ve SESLERE UYGUN GİRİŞİMLERİ BELİRLEYEBİLMEDE SİMÜLASYON ile VİDEO EĞİTİMİNİN KARŞILAŞTIRILMASI

Öz

Giriş: Hemşirelik öğrencilerinin eğitiminde simülasyonun etkinliğini gösteren çalışmalar bulunmaktadır. Ancak simülasyonla eğitimin hemşirelik uygulamaları üzerine etkisini inceleyen çalışmaya rastlanılmamıştır.

Amaç ve Yöntem: Bu çalışmanın amacı hemşirelik öğrencilerinin akciğer seslerini ayırt edebilme ve sese uygun hemşirelik girişimlerini belirleyebilmede simülasyon ve video eğitiminin etkisini ölçmektir. Çalışma yarı deneysel olarak tasarlandı. Veriler Türkiye’deki bir üniversitenin lisans hemşirelik bölümünde birinci sınıfta okuyan 56 öğrenciden toplandı.

Bulgular: Öğrencilerin dinlediği sesi ayırt edebilme durumu incelendiğinde; video ile simülasyon karşılaştırıldığında; normal akciğer sesi ve stridor sesinde maketin etkin olduğu bulundu (p<0,05).. Uygun hemşirelik girişimleri planlama durumları karşılaştırıldığında ise normal akciğer sesi, wheezing ve stridorda fark olmadığı saptandı (p>0,05).

Sonuç ve Öneriler: Akciğer seslerini tanımlayabilmede maketin videodan daha etkili olduğu, uygun hemşirelik girişimlerini belirleyebilmede her iki yöntem arasında fark olmadığı saptandı. Öğrencilerin duyduğu sesi ayırt edebilmesi için maket ile eğitimin, hemşirelik girişimlerinde maliyet göz önünde bulundurularak video kullanılması önerilmektedir.   

Anahtar Kelimeler

• Hemşirelik
• Eğitim
• Fizik muayene
• Simülasyon
• Vidyo

Kaynakça

1. Akhu-Zaheya, L. M., Gharaibeh, M. K., & Alostaz, Z. M. (2013). Effectiveness of simulation on knowledge acquisition, knowledge retention, and self-efficacy of nursing students in Jordan. Clinical Simulation in Nursing, 9(9), e335-e342.
2. Arthur, C., Kable, A., & Levett-Jones, T. (2011). Human patient simulation manikins and information communication technology use in Australian schools of nursing: a cross-sectional survey. Clinical Simulation in Nursing, 7(6), e219-e227.
3. Casey, A., & Wallis, A. (2011). Effective communication: principle of nursing practice E. Nursing Standard (through 2013), 25(32), 35.
4. Dilaveri, C., Szostek, J. H., Wang, A. T., & Cook, D. (2013). Simulation training for breast and pelvic physical examination: a systematic review and meta‐analysis. BJOG: An International Journal of Obstetrics & Gynaecology, 120(10), 1171-1182.
5. Garrett, B., MacPhee, M., & Jackson, C. (2010). High-fidelity patient simulation: Considerations for effective learning. Nursing Education Perspectives, 31(5), 309-313. Groom, J. A., Henderson, D., & Sittner, B. J. (2014). NLN/Jeffries simulation framework state of the science project: Simulation design characteristics. Clinical Simulation in Nursing, 10(7), 337-344. Gürol, A., Akpınar, R., & Apay, S. (2016). Effect of simulation applications on students' skill levels. Kocatepe Medical Journal, 17(3), 99-104.
6. Hatala, R., Issenberg, S. B., Kassen, B., Cole, G., Bacchus, C. M., & Scalese, R. J. (2008). Assessing cardiac physical examination skills using simulation technology and real patients: a comparison study. Medical education, 42(6), 628-636. Hibbert, E. J., Lambert, T., Carter, J. N., Learoyd, D. L., Twigg, S., & Clarke, S. (2013). A randomized controlled pilot trial comparing the impact of access to clinical endocrinology video demonstrations with access to usual revision resources on medical student performance of clinical endocrinology skills. BMC medical education, 13(1), 135.
7. Humphreys, M. (2013). Developing an educational framework for the teaching of simulation within nurse education. Open Journal of Nursing, 3(04), 363. Lee, J.-H., Kim, S.-S., Yeo, K.-S., Cho, S.-J., & Kim, H.-L. (2009). Experiences among undergraduate nursing students on high-fidelity simulation education: A focus group study. The Journal of Korean academic society of nursing education, 15(2), 183-193.
8. Lee, J. C., Boyd, R., & Stuart, P. (2007). Randomized controlled trial of an instructional DVD for clinical skills teaching. Emergency Medicine Australasia, 19(3), 241-245.

9. Levett-Jones, T., Lapkin, S., Hoffman, K., Arthur, C., & Roche, J. (2011). Examining the impact of high and medium fidelity simulation experiences on nursing students’ knowledge acquisition. Nurse education in practice, 11(6), 380-383.
10. Liaw, S. Y., Scherpbier, A., Rethans, J.-J., & Klainin-Yobas, P. (2012). Assessment for simulation learning outcomes: a comparison of knowledge and self-reported confidence with observed clinical performance. Nurse education today, 32(6), e35-e39.
11. Luctkar-Flude, M., Wilson-Keates, B., & Larocque, M. (2012). Evaluating high-fidelity human simulators and standardized patients in an undergraduate nursing health assessment course. Nurse Education Today, 32(4), 448-452. doi:10.1016/j.nedt.2011.04.011
12. Reid‐Searl, K., Eaton, A., Vieth, L., & Happell, B. (2011). The educator inside the patient: students’ insights into the use of high fidelity silicone patient simulation. Journal of Clinical Nursing, 20(19‐20), 2752-2760.
13. Ricketts, B. (2011). The role of simulation for learning within pre-registration nursing education—a literature review. Nurse Education Today, 31(7), 650-654.
14. Ryoo, E.-N., Park, Y. S., & Ha, E.-H. (2013). Outcomes and satisfaction of simulation-based learning in nursing of patient with UGI bleeding. Journal of the Korea Academia-Industrial Cooperation Society, 14(3), 1274-1282. Sanford, P. G. (2010). Simulation in nursing education: A review of the research. The Qualitative Report, 15(4), 1006-1011.
15. Simonetti, V., Comparcini, D., Flacco, M. E., Di Giovanni, P., & Cicolini, G. (2015). Nursing students' knowledge and attitude on pressure ulcer prevention evidence-based guidelines: A multicenter cross-sectional study. Nurse education today, 35(4), 573-579.
16. Simpson, J. S. (2014). The educational utility of simulations in teaching history and physical examination skills in diagnosing breast cancer: a review of the literature. Journal of breast cancer, 17(2), 107-112.
17. Tawalbeh, L. I. (2017). Effect of Simulation on the Confidence of University Nursing Students in Applying Cardiopulmonary Assessment Skills: A Randomized Controlled Trial. journal of nursing research, 25(4), 289-295.
18. Tawalbeh, L. I., & Tubaishat, A. (2013). Effect of simulation on knowledge of advanced cardiac life support, knowledge retention, and confidence of nursing students in Jordan. Journal of nursing education, 53(1), 38-44.
19. Tiffen, J., Corbridge, S., Shen, B. C., & Robinson, P. (2011). Patient simulator for teaching heart and lung assessment skills to advanced practice nursing students. Clinical Simulation in Nursing, 7(3), e91-e97.
20. Tuzer, H., Dinc, L., & Elcin, M. (2016). The effects of using high-fidelity simulators and standardized patients on the thorax, lung, and cardiac examination skills of undergraduate nursing students. Nurse education today, 45, 120-125.
21. Wayne, D. B., Didwania, A., Feinglass, J., Fudala, M. J., Barsuk, J. H., & McGaghie, W. C. (2008). Simulation-based education improves quality of care during cardiac arrest team responses at an academic teaching hospital: a case-control study. Chest, 133(1), 56-61. West, S. L. (2006). Physical assessment: whose role is it anyway? Nursing in critical care, 11(4), 161-167.