COMPARISON OF THE EFFECTS OF THE IN SITU SIMULATION AND SIMULATED CLINICAL IMMERSION METHODS ON CANCER NURSING STUDENTS’ EXTRAVASATION MANAGEMENT: RANDOMIZED CONTROLLED TRIAL

Yıl 2023, Cilt: 6 Sayı: 2, 348 - 359, 30.09.2023

Vildan Kocatepe , Yasemin Uslu , Vesile Ünver , Ayşin Kayış , Ükke Karabacak , Mehmet Emin Aksoy

https://doi.org/10.52538/iduhes.1327570

Öz

In situ simulation is thought to offer a good learning environment due to the fact that it is carried out in real clinical practice. This study was performed to compare the effect of in situ simulation and simulated clinical immersion environment on cancer nursing students extravasation management. The study was carried out with a randomized controlled pretest-posttest comparative design. The participants were randomly assigned to either the simulated clinical immersion group (n=19) or the in situ simulation group (n=24). The study data were collected using Extravasation Management Knowledge Test, Objective Structured Clinical Assessment, Students’ Satisfaction and Self-Confidence Scale and the State Anxiety Inventory. The pre-posttest mean scores for the knowledge level and anxiety mean scores of the participants in the simulated clinical immersion group and the in situ group were not statistically significant (p˃.05). The satisfaction and self-confidence scale mean scores and the skill levels of the students in both settings were similar after the implementation (p˃.05). The students' knowledge, skills, anxiety, self-confidence and satisfaction were similar in both simulation-based learning environments. In situ simulation can be recommended for use in nursing education. Considering cost-effectiveness and resources, both simulation methods can be used.

Anahtar Kelimeler

Simulation, in situ simulation, clinical immersion simulation, extravasation management, cancer nursing

Destekleyen Kurum

None

Proje Numarası

None

Teşekkür

None

YERİNDE VE KLİNİK SİMÜLASYON YÖNTEMLERİNİN KANSER HEMŞİRELİĞİ ÖĞRENCİLERİNİN EKSTRAVAZASYON YÖNETİMİ ÜZERİNE ETKİSİNİN KARŞILAŞTIRILMASI: RANDOMİZE KONTROLLÜ ÇALIŞMA

Öz

Yerinde simülasyonun gerçek bir klinik ortamda gerçekleşmesi dolayısıyla iyi bir öğrenme ortamı sağladığı düşünülmektedir. Yerinde ve klinik simülasyon yöntemlerinin kanser hemşireliği öğrencilerinin ekstravazasyon yönetimi üzerine etkisinin karşılaştırılması amacıyla gerçekleştirildi. Araştırma, randomize kontrollü öntest-sontest karşılaştırmalı desende yürütüldü. Katılımcılar, simüle edilmiş Klinik Simülasyon Grubuna (n=19) veya Yerinde Simülasyon Grubuna (n=24) rastgele atandı. Çalışma verileri Ekstravazasyon Yönetimi Bilgi Testi, Öğrenci Memnuniyeti ve Kendine Güven Ölçeği, Durumluk Kaygı Envanteri ve Objektif Yapılandırılmış Klinik Değerlendirme kullanılarak toplandı. Klinik Simülasyon ve Yerinde Simülasyon gruplarındaki katılımcıların uygulama öncesi ve sonrası bilgi düzeyi ve kaygı puan ortalamaları arasında istatistiksel olarak anlamlı fark saptanmadı (p˃.05). Her iki grupta uygulama sonrası memnuniyet ve özgüven puan ortalamaları benzerdi. Her iki simülasyon tabanlı öğrenme ortamında da öğrencilerin bilgi, beceri, kaygı, özgüven ve doyumları benzerdi. Yerinde simülasyonun hemşirelik eğitiminde kullanılması önerilebilir. Maliyet etkinliği ve imkanlar göz önüde bulundurularak her iki simülasyon yöntemi de kullanılabilir.

Anahtar Kelimeler

Simülasyon, yerinde simülasyon, klinik benzetimli simülasyon, ekstravazasyon yönetimi, kanser hemşireliği

Proje Numarası

None

Kaynakça

• Abe, Y., Kawahara, C., Yamashina, A., and Tsuboi, R. (2013). Repeated scenario simulation to improve competency in critical care: a new approach for nursing education. Am J Crit Care, 22(1), 33-40. https://doi.org/10.4037/ajcc2013229
• Auerbach, M., Roney, L., Aysseh, A., Gawel, M., Koziel, J., Barre, K., Caty, M.G., Santucci, K. (2014). In situ pediatric trauma simulation: Assessing the impact and feasibility of an interdisciplinary pediatric in situ trauma care quality improvement simulation program. Pediatr Emerg Care, 30(12), 884-891. https://doi.org/10.1097/PEC.0000000000000297
• Berragan, L. (2011). Simulation: an effective pedagogical approach for nursing? Nurse Educ Today, 31(7), 660-663. https://doi.org/10.1016/j.nedt.2011.01.019
• Bierer, J., Memu, E., Leeper, R., Fortin, D., Fréchette, E., Inculet, R., and Malthaner, R. (2018). development of an in-situ thoracic surgery crisis simulation focused on non-technical skill training. Ann Thorac Surg, 106(1), 287-292. https://doi.org/10.1016/j.athoracsur.2018.01.058
• Brydges, R., Carnahan, H., Dubrowski, A., Pollex, H., and Mallette, C. (2012). Evaluating the influence of goal setting on intravenous catheterization skill acquisition and transfer in a hybrid simulation training context. Simul Healthc, 7(4), 236-242. https://doi.org/10.1097/SIH.0b013e31825993f2
• Committee, I. S. (2016). INACSL Standards of Best Practice: Simulation SM Simulation Glossary. Clin Simul Nurs, 12, 39-47. https://doi.org/10.1016/j.ecns.2016.09.012
• Connor, T. H., and McDiarmid, M. A. (2006). Preventing occupational exposures to antineoplastic drugs in health care settings. CA Cancer J Clin, 56(6), 354-365. https://doi.org/10.3322/canjclin.56.6.354
• Couto, T. B., Kerrey, B. T., Taylor, R. G., FitzGerald, M., and Geis, G. L. (2015). Teamwork skills in actual, in situ, and in-center pediatric emergencies: performance levels across settings and perceptions of comparative educational impact. Simul Healthc, 10(2), 76-84. https://doi.org/10.1097/SIH.0000000000000081
• Diehl-Svrjcek, B. C., Dawson, B., and Duncan, L. L. (2007). Infusion nursing: aspects of practice liability. J Infus Nurs, 30(5), 274-279. https://doi.org/10.1097/01.NAN.0000292569.24645.41
• Dychter, S. S., Gold, D. A., Carson, D., and Haller, M. (2012). Intravenous therapy: a review of complications and economic considerations of peripheral access. J Infus Nurs, 35(2), 84-91. https://doi.org/10.1097/NAN.0b013e31824237ce
• Francoeur, C., Shea, S., Ruddy, M., Fontela, P., Bhanji, F., Razack, S., Gottesman, R. Di Genova, T. (2018). It takes a village to move a hospital: Simulation improves intensive care team preparedness for a move to a new site. Hosp Pediatr, 8(3), 148-156. https://doi.org/10.1542/hpeds.2017-0112
• Grierson, L. E. M. (2014). Information processing, specificity of practice, and the transfer of learning: considerations for reconsidering fidelity. Advances in Health Sciences Education, 19(2), 281-289. https://doi.org/10.1007/s10459-014-9504-x
• Hicks, F., Coke, L., and Li, S. (2009). The Effect of high-fidelity simulation on nursing students’ knowledge and performance: A Pilot Study. National Council of State Boards of Nursing, Inc. (NCSBN®)..
• Jeffries, P., and McNelis, A. (2010). Evaluation. In: W. Nehring and F. Lashley (Eds.), High fidelity patient simulation in nursing education. John and Bartlett Publishers, Boston, pp. 405-420
• Jeffries, P., and Rizzolo, M. A. (2006). Designing and implementing models for the innovative use of usingsimulation to teach nursing care of Ill adults and children: A national, multi-site, multi-method study. New York, NY: National League for Nursing.
• Judd, B. K., Alison, J. A., Waters, D., and Gordon, C. J. (2016). Comparison of psychophysiological stress in physiotherapy students undertaking simulation and hospital-based clinical education. Simulation in Healthcare, 11(4), 271-277. Doi: https://doi.org/10.1097/SIH.0000000000000155
• Keleekai, N., Schuster, C., Murray, C., King, M., Stahl, B., Labrozzi, L., Gallucci, S., LeClair M.W., Glover, K. (2016). Improving nurses' peripheral intravenous catheter insertion knowledge, confidence, and skills using a simulation-based blended learning program: a randomized trial. Simul Healthc, 11(6), 376. Doi: https://doi.org/10.1097/SIH.0000000000000186
• Khalaila, R. (2014). Simulation in nursing education: An evaluation of students' outcomes at their first clinical practice combined with simulations. Nurse Educ Today, 34(2), 252-258. https://doi.org/10.1016/j.nedt.2013.08.015
• Kunst, E., Mitchell, M., and Johnston, A. (2017). Using simulation to improve the capability of undergraduate nursing students in mental health care. Nurse Educ Today, 50, 29-35. https://doi.org/10.1016/j.nedt.2016.12.012 Kusler-Jensen, J. (2014). Cardiac emergency simulation: drilling for success in the ambulatory setting. AORN journal, 99(3), 385-394. https://doi.org/10.1016/j.aorn.2013.09.014
• Lapkin, S., Levett-Jones, T., Bellchambers, H., and Fernandez, R. (2010). Effectiveness of patient simulation manikins in teaching clinical reasoning skills to undergraduate nursing students: A systematic review. Clin Simul Nurs, 6(6), e207-e222. https://doi.org/10.1016/j.ecns.2010.05.005.
• Lubbers, J., and Rossman, C. (2017). Satisfaction and self-confidence with nursing clinical simulation: Novice learners, medium-fidelity, and community settings. Nurse Educ Today, 48, 140-144. https://doi.org/10.1016/j.nedt.2016.10.010
• Luctkar-Flude, M., Wilson-Keates, B., and Larocque, M. (2012). Evaluating High-fidelity Human Simulators and Standardized Patients in an Undergraduate Nursing Health Assessment Course. Nurse Educ Today, 32(4), 448-452. https://doi.org/10.1016/j.nedt.2011.04.011
• McGuire, K., and Lorenz, R. (2018). Effect of Simulation on Learner Stress as Measured by Cortisol: An Integrative Review. Nurse Educ, 43(1), 45-49. https://doi.org/10.1097/NNE.0000000000000393
• McLaughlin, C. M., Wieck, M. M., Barin, E. N., Rake, A., Burke, R. V., Roesly, H. B., Young, L. C., Chang, T. P., Cleek, E.A., Morton, I., Goodhue, C. J., Burd, R. S., Ford, H. R., Upperman, J. S., Jensen A. R. (2018). Impact of simulation-based training on perceived provider confidence in acute multidisciplinary pediatric trauma resuscitation. Pediatr Surg Int, 34(12), 1353-1362. https://doi.org/10.1007/s00383-018-4361-y
• Murray, C., Grant, M., Howarth, M., and Leigh, J. (2008). The use of simulation as a teaching and learning approach to support practice learning. Nurse Educ Pract, 8(1), 5-8. https://doi.org/10.1016/j.nepr.2007.08.001 Oner Altıok, H., and Ustun, B. (2013). Hemşirelik öğrencilerinin stres kaynakları. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 13(2), 747-766.
• Reynolds, P. M., MacLaren, R., Mueller, S. W., Fish, D. N., and Kiser, T. H. (2014). Management of extravasation injuries: a focused evaluation of noncytotoxic medications. Pharmacotherapy, 34(6), 617-632. https://doi.org/10.1002/phar.1396
• Shin, S., Park, J., and Kim, J. (2015). Effectiveness of patient simulation in nursing education: meta-analysis. Nurse Educ Today, 35(1), 176-182. https://doi.org/10.1016/j.nedt.2014.09.009
• Sørensen, J. L., Van der Vleuten, C., Lindschou, J., Gluud, C., Østergaard, D., LeBlanc, V., Johansen, M., Eleund, K., Albrechtsen, C.K., Pedersen, B.W., Kjaergaard, H., Weikop, P., Ottosen, B. (2013). 'In situ simulation'versus' off site simulation'in obstetric emergencies and their effect on knowledge, safety attitudes, team performance, stress, and motivation: study protocol for a randomized controlled trial. Trials, 14(1), 220. https://doi.org/10.1186/1745-6215-14-220
• Sundler, A., Pettersson, A., and Berglund, M. (2015). Undergraduate nursing students' experiences when examining nursing skills in clinical simulation laboratories with high-fidelity patient simulators: a phenomenological research study. Nurse Educ Today, 35(12), 1257-1261. https://doi.org/10.1016/j.nedt.2015.04.008
• Tuzer, H., Dinc, L., and 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 Educ Today, 45, 120-125. https://doi.org/10.1016/j.nedt.2016.07.002
• Unver, V., Basak, T., Tastan, S., Kok, G., Guvenc, G., Demirtas, A., Ayhan, H., Köse, G., Iyigun, E., and Tosune, N. (2018). Analysis of the effects of high-fidelity simulation on nursing students’ perceptions of their preparedness for disasters. Int Emerg Nurs, 38, 3-9. https://doi.org/10.1016/j.ienj.2018.03.002
• Unver, V., Basak, T., Watts, P., Gaioso, V., Moss, J., Tastan, S., Iyigun, E., and Tosun, N. (2017). 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, 53(1), 60-74. https://doi.org/10.1080/10376178.2017.1282319
• Villemure, C., Tanoubi, I., Georgescu, L. M., Dubé, M. A., and Houle, J. (2016). An integrative review of in situ simulation training: Implications for critical care nurses. Can J Crit Care Nurs, 2, 23.
• Walker, S. T., Sevdalis, N., McKay, A., Lambden, S., Gautama, S., Aggarwal, R., and Vincent, C. (2013). Unannounced in situ simulations: integrating training and clinical practice. BMJ Qual Saf, 22(6), 453-458. https://doi.org/10.1136/bmjqs-2012-000986