Hemşirelik Öğrencilerinde Üriner Kateterizasyon Uygulama Becerisi Geliştirmede Farklı Simülatörlerin Etkinliğinin Değerlendirilmesi

Yıl 2021, Cilt: 8 Sayı: 3, 285 - 292, 31.12.2021

Dilek Sarı Ebru Baysal Tülay Başak Nihal Taskıran Vesile Ünver

https://doi.org/10.31125/hunhemsire.1050374

Cited By: 1

Öz

Amaç: Bu çalışmanın amacı, öğrencilerin üriner kateterizasyon becerilerinin gelişimi için farklı simülatörlerin etkinliğini değerlendirmektir.
Gereç ve Yöntem: Bu çalışma, Kasım ve Aralık 2018 tarihleri arasında Türkiye’nin Ege Bölgesi'nde bir hemşirelik okulunda 2. sınıf hemşirelik öğrencileriyle (n=80) yarı deneysel desen kullanılarak yürütülmüştür. Bu çalışma bir üniversitenin etik kurulu tarafından onaylanmıştır (Onay Numarası: 2016-273). Öğrenciler randomize edilerek üç gruba (parça üriner kateterizasyon simülatörü, tüm vücut simülatörü, ya da posterli parça üriner kateterizasyon simülatörü) ayrılmıştır. Tüm katılımcı hemşirelik öğrencileri hibrid simülasyon yöntemi ile değerlendirilmiştir. Veriler, Ki Kare testi, Wilcoxon İşaretli Sıralar testi ve Kruskal-Wallis testi kullanılarak analiz edilmiştir.
Bulgular: Bu çalışmanın sonucunda, öğrencilerin bilgi düzeylerinin tüm simülatör gruplarında anlamlı olarak artarken (p<0.05), sadece posterli parça üriner kateterizasyon simülatörü ile uygulama yapan öğrencilerin performans puanlarının anlamlı olarak arttığı gösterilmiştir (p<0.05).
Sonuç: Posterli parça üriner kateterizasyon simülatörü kullanılması, katılımcı hemşirelik öğrencilerinin üriner kateterizasyon becerilerini önemli ölçüde geliştirmiştir.

Anahtar Kelimeler

Hemşirelik öğrencisi, simülasyon, üriner kateterizasyon

Evaluation of the Effectiveness of Different Simulators in Developing Urethral Catheterization Skills in Nursing Students

Öz

Aim: The aim of this study was to evaluate the effectiveness of different simulators for the development of students’ urethral catheterization skills.
Material and Methods: This study was conducted using a quasi-experimental design with 2nd year nursing students (n=80) at a nursing school in the Aegean Region of Turkey between November and December of 2018. This study was approved by the ethics committee of a university (Approval Number: 2016-273). Students were randomly assigned to three groups (partial urethral catheterization simulator, whole-body simulator, or partial urethral catheterization simulator with poster). All participants were evaluated through a hybrid simulation method. The data were analyzed using the Chi-square test, Wilcoxon Signed-Rank test, and Kruskal-Wallis test.
Results: As a result of this study, it was shown that while the knowledge levels of the students did significantly increase in all groups (p<0.05), the performance scores of the students significantly increased only in the partial urethral catheterization simulator with the poster group (p<0.05).
Conclusions: The use of a partial urethral catheterization simulator with poster did significantly develop the urethral catheterization skills of the nursing students.

Anahtar Kelimeler

Nursing students, simulation, urethral catheterization

Kaynakça

• 1. Harper M, Eales-Reynold LJ, Markham C. Transforming simulation in clinical education: Is pre-placement hybrid learning valuable to healthcare students? J Contemp Med Edu. 2013;1(1):15-24.
• 2. Yuan HB, Williams BA, Fang JB. The contribution of high-fidelity simulation to nursing students’ confidence and competence: a systematic review. Int Nurs Rev. 2012;59(1):26-33.
• 3. Berragan L. Simulation: An effective pedagogical approach for nursing? Nurse Educ Today. 2011;31(7):660-3.
• 4. Chronister C, Brown D. Comparison of simulation debriefing methods. Clin Simul Nurs. 2012;8(7):e281-8.
• 5. Kim J, Park JH, Shin S. Effectiveness of simulation-based nursing education depending on fidelity: A meta-analysis. BMC Med Educ. 2016;16(1):152-9.
• 6. Doolen J, Mariani B, Atz T, Horsley TL., O'Rourke J, McAfee K, et al. High-fidelity simulation in undergraduate nursing education: A review of simulation reviews. Clinical Simulation in Nursing. 2016;12(7):290-302.
• 7. Basak T, Unver V, Moss J, Watts P, Gaioso V. Beginning and advanced students' perceptions of the use of low and high-fidelity mannequins in nursing simulation. Nurse Educ Today. 2016;36(2016):37-43.
• 8. Al-Ghareeb AZ, Cooper SJ. Barriers and enablers to the use of high-fidelity patient simulation manikins in nurse education: An integrative review. Nurse Educ Today. 2016;36(2016):281-6.
• 9. Mutlu B, Yılmaz OE, Dur S. The effect of high and low-fidelity simulators in learning heart and lung sounds by undergraduate nurses: A randomized controlled trial. Contemporary Nurse. 2019;55(4-5):351-9.
• 10. Toserud R, Hedelin B, Hall-Lord ML. Nursing students’ perception of high and low-fidelity simulation used as learning methods. Nurse Educ Prac. 2013;13(4):262-70.
• 11. Joud A, Sandholm A, Alseby L, Petersson G, Nilsson G. Feasibility of a computerized male urethral catheterization simulator. Nurse Educ Pract. 2010;10(2):70-5.
• 12. INACSL Standards Committee. INACSL standards of best practice: SimulationSM Simulation design. Clin Simul Nurs. 2016;12(S):S5–S12.
• 13. Potter A, Perry G, Stockert A, Hal M. Fundamentals of Nursing. 8th ed. Canada: Mosby an Imprint of Elsevier Inc; 2013.
• 14. Berman A, Snyder S, Frandsen G. Kozier & Erb's Fundamentals of Nursing. 10th ed. Reid-Searl K, editor. Urinary Elimination. Australian: Pearson; 2015.
• 15. Craven F, Hirnle J, Jensen S. Fundamentals of Nursing: Human Health and Function. 8th ed. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins; 2013.
• 16. Jeffries PR, & Rizzolo MA. Designing and implementing models for the innovative use of using simulation to teach nursing care of Ill adults and children: A national, multi-site, multi-method study. New York: National League for Nursing; 2006. [Cited 27 March 2019.] Available from URL: http://www.nln.org/docs/default-source/professional-development-programs/read-the-nln-laerdal-project-summary-report-pdf.pdf?sfvrsn=0
• 17. Unver V, Basak T, Watts P, Gaioso V, Moss J, Tastan S, et al. The reliability and validity of three questionnaires: the “Student Satisfaction and Self Confidence in Learning Scale”, “Simulation Design Scale” and “Educational Practices Questionnaire.” Contemp Nurse. 2017;53(1):60-74.
• 18. Franklin AE, Burns P, Lee CS. Psychometric testing on the NLN student satisfaction and self-confidence in learning, simulation design scale, and educational practices questionnaire using a sample of pre-licensure novice nurses. Nurse Educ Today. 2014;34(10):1298-304.
• 19. Decker S, Fey M, Sideras S, Caballero S, Boese T, Franklin AE, et al. Standards of best practice: simulation standard VI: The debriefing process. Clin Simul Nurs. 2013;9(6):26-9.
• 20. Brydges R, Mallette C, Pollex H, Carnahan H, Dubrowski A. Evaluating the influence of goal setting on intravenous 244 catheterization skill acquisition and transfer in a hybrid simulation training context. Simulation in Healthcare 2012;2457(4):236-42.
• 21. Kneebone R, Kidd J, Nestel D, Asvall S, Paraskeva P, Darzi A. An innovative model for teaching and learning clinical procedures. Medical Education 2002;36 (7):628-34.
• 22. Cant RP, Cooper SJ. Simulation-based learning in nurse education: systematic review. J. Adv. Nurs. 2010;66(1):3-15.
• 23. Kunst EL, Mitchell M, Johnston AN. Using simulation to improve the capability of undergraduate nursing students in mental health care. Nurse Educ Today. 2017;50(2017):29-35.
• 24. Sherwood RJ, Francis G. The effect of mannequin fidelity on the achievement of learning outcomes for nursing, midwifery and allied healthcare practitioners: Systematic review and meta-analysis. Nurse Educ Today. 2018;69(2018):81-94.
• 25. Brady S, Bogossian F, Gibbons K, Wells A, Lyon P, Bonney D, et al. A protocol for evaluating progressive levels of simulation fidelity in the development of technical skills, integrated performance and woman centred clinical assessment skills in undergraduate midwifery students. BMC Med Educ. 2013;13(1):72.
• 26. Cheng A, Lockey A, Bhanji F, Lin Y, Hunt EA, Lang E, et al. The use of high fidelity manikins for advanced life support training -a systematic review and meta-analysis. Resuscitation. 2015;93(2015):142-9.
• 27. Sarmasoglu S, Dinc L, Elcin M. Using standardized patients in nursing education: effects on students' psychomotor skill development. Nurse Educ. 2016;41(2):e1-5.
• 28. Gonzalez L, Sole ML. Urinary catheterization skills: One simulated checkoff is not enough. Clin Simul Nurs. 2014;10(9):455-60.
• 29. Alamrani MH, Alammar KA, Alqahtani SS, Salem OA. Comparing the effects of simulation-based and traditional teaching methods on the critical thinking abilities and self-confidence of nursing students. J Nurs Res. 2018;26(3):152-7.
• 30. Lubbers J, Rossman C. Satisfaction and self-confidence with nursing clinical simulation: Novice learners, medium-fidelity, and community settings. Nurse Educ Today. 2017;48(2017):140-4.
• 31. Rubbi I, Ferri P, Andreina G, Cremonini V. Learning in clinical simulation: observational study on satisfaction perceived by students of nursing. Prof Inferm. 2016;69(2):84-94.