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Hemşirelik Öğrencilerine Verilen İntravenöz Kateter Beceri Eğitiminde Hibrit Simülasyonun Etkisi: Pilot Çalışma

Yıl 2021, Cilt: 6 Sayı: 1, 133 - 141, 31.01.2021

Öz

Amaç: Bu çalışmanın amacı; senaryo temelli hibrit simülasyon eğitiminin hemşirelik öğrencilerinde intravenöz kateter uygulama beceri ve tutumlarına etkisini belirlemektir.

Gereç ve Yöntem: Bu çalışma, senaryo temelli hibrit simülasyon uygulamasını içeren yarı deneysel bir çalışmadır. 121 ikinci sınıf hemşirelik öğrencisi ile yürütülmüştür. Araştırmanın veri toplama araçları “Periferal intravenöz Kateter Uygulama Beceri Kontrol Listesi” ve “Öğrenci Öz-etkililik ve Memnuniyet Anketi”nden oluşmaktadır.

Bulgular: Senaryo temelli hibrit simülasyon grubunda memnuniyet puanı (22,93±2,63), geleneksel gruba göre (21,81±2,46) yüksek bulunmuştur (z=-2.943, p=0.003). Gruplar arasında klinik öncesi öz-etkililik, klinik sonrası öz-etkililik, performans puanları ve klinik sonrası memnuniyet puanları arasında istatistiksel olarak fark yoktur (p>0. 05). Deney grubunda klinik uygulama sonrası öz-etkililiğin daha yüksek bir düzeyde (deney p=0.0001, z= -4.946; kontrol p=0.0001, z= -3.771) arttığı görülmüştür.

Sonuç: Senaryo temelli hibrit simülasyon uygulaması öğrencilerin memnuniyet ve özetkililik tutumlarını artırmaktadır. Bu konuda klinik performans ve hasta etkileşiminin de değerlendirildiği deneysel çalışmaların yapılması önerilmektedir.

Anahtar Kelimeler: Periferik intravenöz kateter, Hibrit simülasyon, Hemşirelik öğrencileri, Öz-etkililik, Psikomotor beceriler.


Abstract

Objective: The purpose of this study was to determine the effectiveness of scenariobased hybrid simulation training on the skills and attitudes of intravenous catheter insertion in nursing students.

Material and Method: This is a quasi-experimental study involving scenario-based hybrid simulation. The study conducted with 121 third semester nursing students. The data was collected with Peripheral Intravenous Catheter Practice Skill Checklist and Student Self-efficacy and Satisfaction Survey.

Results: In the hybrid simulation group; satisfaction score (22,93±2,63) was higher than the traditional group (21,81±2,46) (z=-2,943, p=0.003). There was no statistically significant difference between pre-clinical self-efficacy, post-clinical self-efficacy, performance scores and post-clinical satisfaction scores among the groups (p>0.05). In the intravenous hybrid simulation group, post-clinical self-efficacy increased at a higher level (intervention p=0.0001, z=-4.946; control p=0.0001, z=-3.771).

Conclusion: The scenario-based hybrid simulation increases the students’ satisfaction and self-efficacy attitudes. For researcher, experimental randomized controlled studies on clinical performance and patient interaction are recommended.

Keywords: Peripheral intravenous catheter, hybrid simulation, nursing students, selfefficacy, psychomotor skills.

Teşekkür

Yazarlar, çalışmanın istatistiksel analizindeki rehberliğinden dolayı Pamukkale Üniversitesi Tıp Fakültesi Biyoistatistik Anabilim Dalı Dr. Öğr. Üyesi Hande ŞENOL’a ve çalışmaya katılmaya gönüllü olan öğrencilere teşekkür eder.

Kaynakça

  • 1. Salpern SD, Ubel PA, Caplan AL. Solid-organ transplantation in HIVinfected patients. N Engl J Med. 2002 Jul 25;347(4):284-7.
  • 2. Şenyuva E. Reflections on nursing education of technological developments. FNJN. 2019; 27(1):79-90. Available from: https://fnjn.org/ Content/files/sayilar/149/149-660.pdf
  • 3. Filiz NY, Dikmen Y. Hemşirelik eğitiminde aktif öğrenme yöntemlerinin kullanımı: Jigsaw tekniği. JOHR. 2017;3(3):145-150. Available from: https://dergipark.org.tr/en/pub/johr/issue/31267/340432
  • 4. Ünver V, Başak T. Simülasyona dayalı eğitimde senaryo yazma süreci. Turkiye Klinikleri J Surg Nurs-Special Topics. 2016;2(1):70-8.
  • 5. Karabacak Ü, Uğur E. Sağlık Bilimlerinde Simülasyon - Kavramdan Uygulamaya. İstanbul: Nobel Tıp Kitabevi; 2019.
  • 6. Kim J, Park JH, Shin S. Effectiveness of simulation-based nursing education depending on fidelity: A Meta-analysis. BMC Med Educ. 2016 Dec 1;16(1):152. Available from: https://www.ncbi.nlm.nih.gov/pmc/ articles/PMC4877810/ DOI: 10.1186/s12909-016-0672-7
  • 7. Yağcan, H , Sezer, H . Doğuma Hazırlık Sınıfı Eğitimlerinde Kullanılabilecek İnovatif Bir Yöntem: Hibrit Simülasyon . J Biotechnol and Strategic Health Res. 2019;3 (2):72-78. DOI: 10.34084/bshr.577967
  • 8. Alexandrou E, Ray‐Barruel G, Frost S, Inwood S, Higgins N, Lin F, et al. International prevalence of the use of peripheral intravenous catheters. J Hosp Med. 2015;10(8): 530-533. Available from: https://pubmed.ncbi. nlm.nih.gov/26041384/ DOI: https://doi.org/10.1002/jhm.2389
  • 9. O’grady NP, Alexander M, Burns LA, Dellinger EP, Garland J, Heard SO, et al. Guidelines for the prevention of intravascular catheterrelated infections. Clin Infect Dis. 2011 May 1;52(9):e162-93. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3106269/ DOI: 10.1093/cid/cir257
  • 10. Glover KR, Stahl BR, Murray C, LeClair M, Gallucci S, King MA, et al. A Simulation-Based Blended Curriculum for Short Peripheral Intravenous Catheter Insertion: An Industry–Practice Collaboration. J Contin Educ Nurs. 2017 Sep 1;48(9):397-406. Available from: https://pubmed. ncbi.nlm.nih.gov/28850656/ DOI: https://doi.org/10.3928/00220124- 20170816-05
  • 11. Chang K, Chung J, Wong T. Learning intravenous cannulation: a comparison of the conventional method and the CathSim Intravenous Training System. J. Clin. Nurs. 2002 Jan 12;11(1):73-78. Available from: https://pubmed.ncbi.nlm.nih.gov/11845758/ DOI: 10.1046/j.1365- 2702.2002.00561.x
  • 12. Reyes SD, Stillsmoking K, Chadwick-Hopkins D. Implementation and evaluation of a virtual simulator system: teaching intravenous skills. Clin. Simul. Nurs. 2008 Jan 1;4(1):e43-9. Available from: https://www. sciencedirect.com/science/article/abs/pii/S187613990900485X DOI: https://doi.org/10.1016/j.ecns.2009.05.055
  • 13. Devenny A, Lord D, Matthews J, Tuhacek J, Vitlip J, Zhang M, et al. Avstick: An Intravenous Catheter Insertion Simulator for Use with Standardized Patients. Nurs Educ Perspect. 2018; 39(2): 102–104. Available from: https://europepmc.org/article/med/29346179 DOI: 10.1097/01.nep.0000000000000225
  • 14. Reznek MA, Rawn CL, Krummel TM. Evaluation of the educational effectiveness of a virtual reality intravenous insertion simulator. Acad. Emerg. Med. 2002 Nov;9(11):1319-25. Available from: https://pubmed. ncbi.nlm.nih.gov/12414488/ DOI: 10.1111/j.1553-2712.2002.tb01594.x
  • 15. Jamison RJ, Hovancsek MT, Clochesy JM. A pilot study assessing simulation using two simulation methods for teaching intravenous cannulation. Clin Simul Nurs. 2006 Jan 1;2(1):e9-12. Available from: https:// www.sciencedirect.com/science/article/abs/pii/S187613990900437X DOI: https://doi.org/10.1016/j.ecns.2009.05.007
  • 16. Kinney S, Henderson D. Comparison of low fidelity simulation learning strategy with traditional lecture. Clin. Simul. Nurs. 2008 Jul 1;4(2):e15-8. Available from: https://www.nursingsimulation.org/ article/S1876-1399(08)00006-6/abstract DOI: https://doi.org/10.1016/j. ecns.2008.06.005
  • 17. Loukas C, Nikiteas N, Kanakis M, Georgiou E. Evaluating the effectiveness of virtual reality simulation training in intravenous cannulation. Simul Healthc. 2011 Aug 1;6(4):213-7. Available from: https://pubmed.ncbi.nlm.nih.gov/21613970/ DOI: 10.1097/ SIH.0b013e31821d08a9.
  • 18. Jung EY, Park DK, Lee YH, Jo HS, Lim YS, Park RW. Evaluation of practical exercises using an intravenous simulator incorporating virtual reality and haptics device technologies. Nurse Educ Today. 2012 May 1;32(4):458- 63. Available from: https://pubmed.ncbi.nlm.nih.gov/21664014/ DOI: 10.1016/j.nedt.2011.05.012. Epub 2011 Jun 12.
  • 19. Jones R, Simmons A, Boykin G, Stamper D, Thompson J. Measuring intravenous cannulation skills of practical nursing students using rubber mannequin intravenous training arms. Mil Med. 2014 Nov;179(11):1361- 1367. Available from: https://pubmed.ncbi.nlm.nih.gov/25373067/
  • 20. Ismailoglu EG, Zaybak A. Comparison of the effectiveness of a virtual simulator with a plastic arm model in teaching intravenous catheter insertion skills. Comput Inform Nurs. 2018 Feb 1;36(2):98-105. Available from: https://pubmed.ncbi.nlm.nih.gov/29176359/ DOI: 10.1097/ CIN.0000000000000405
  • 21. Reinhardt AC, Mullins IL, De Blieck C, Schultz P. IV insertion simulation: confidence, skill, and performance. Clin. Simul. Nurs. 2012 May 1;8(5):e157-67. Available from: https://www.sciencedirect.com/science/ article/abs/pii/S1876139910001659 DOI: https://doi.org/10.1016/j. ecns.2010.09.001
  • 22. Engum SA, Jeffries P, Fisher L. Intravenous catheter training system: computer-based education versus traditional learning methods. Am J Surg. 2003 Jul;186(1):67-74. Available from: https://pubmed.ncbi.nlm. nih.gov/12842753/ DOI: 10.1016/s0002-9610(03)00109-0
  • 23. Davis LL. Instrument review: Getting the most from a panel of experts. Appl Nurs Res. 1992 Nov;5(4):194-197. Available from: https:// www.sciencedirect.com/science/article/pii/S0897189705800084 DOI: 10.1016/S0897-1897(05)80008-4.
  • 24. Yeşilyurt S, Çapraz C. Ölçek geliştirme çalışmalarında kullanılan kapsam geçerliği için bir yol haritası. Erzincan Üniversitesi Eğitim Fakültesi Dergisi. 2018;20(1):251-64.
  • 25. Sabuncu N, Akça Ay F. Klinik Beceriler: Sağlığın Değerlendirilmesi. Ankara: Nobel Tıp Kitabevleri; 2009.
  • 26. Perry AG, Potter PA. Fundamentals of nursing. 9th ed. St. Louis: Mosby; 2017.
  • 27. Türk G, Denat Y. Hemşirelik Bakımında Temel Beceriler, 1. Baskı. İstanbul: Akademi Basın ve Yayıncılık; 2017.
  • 28. Lynn P. Taylor’s clinical nursing skills: a nursing process approach. Lippincott Williams & Wilkins; 2018.
  • 29. Fanning RM, Gaba DM. The role of debriefing in simulationbased learning. Simul Healthc. 2007 Jul;2(2): 115-125. Available from: https://pubmed.ncbi.nlm.nih.gov/19088616/ DOI: 10.1097/ SIH.0b013e3180315539
  • 30. Oermann M. Teaching in Nursing and Role of The Educator. New York: Springer Puplishing Company; 2015.
  • 31. Dreifuerst KT. The essentials of debriefing in simulation learning: A concept analysis. Nurs Educ Perspect. 2009 Mar-Apr;30(2):109-114. Available from: https://pubmed.ncbi.nlm.nih.gov/19476076/
  • 32. Arafeh JM, Hansen SS, Nichols A. Debriefing in simulated-based learning: facilitating a reflective discussion. J Perinat Neonatal Nurs. 2010 Oct-Dec; 24(4): 302-309. Available from: https://pubmed.ncbi. nlm.nih.gov/21045608/ DOI: 10.1097/JPN.0b013e3181f6b5ec
  • 33. Terzioğlu F, Boztepe H, Duygulu S, Tuna Z, Kapucu S, Özdemir L. Simulasyon eğitiminin önemli bir bileşeni: çözümleme. Cumhuriyet Hem Der. 2013;2(2):57-63.
  • 34. Tüzer H, Dinç L, Elçin M. Hemşirelik lisans eğitimi simülasyon uygulamalarında çözümleme sürecinin önemi. Turkiye Klinikleri J Pediatr Nurs-Special Topics. 2017;3(1):23-7.
  • 35. Sarmasoğlu Ş, Dinç L, Elçin M. Hemşirelik öğrencilerinin klinik beceri eğitimlerinde kullanılan standart hasta ve maketlere ilişkin görüşleri. HEAD. 2016;13(2):107-15. Available from: https://pdfs.semanticscholar. org/74f7/2a36be217d370d165396bb3efc9d3dfbfb01.pdf

The Effect of Hybrid Simulation on Intravenous Catheter Skill Training Given to Nursing Students: Pilot Study

Yıl 2021, Cilt: 6 Sayı: 1, 133 - 141, 31.01.2021

Öz

Aim: The purpose of this study was to determine the effectiveness of scenario-based hybrid simulation training on the skills and attitudes of intravenous catheter insertion in nursing students.
Material and methods: This is a quasi-experimental study involving scenario-based hybrid simulation. The study conducted with 121 third semester nursing students. The data was collected with Peripheral Intravenous Catheter Practice Skill Checklist and Student Self-efficacy and Satisfaction Survey.
Findings: In the hybrid simulation group; satisfaction score (22,93±2,63) was higher than the traditional group (21,81±2,46) (z=-2,943, p=0.003). There was no statistically significant difference between pre-clinical self-efficacy, post-clinical self-efficacy, performance scores and post-clinical satisfaction scores among the groups (p>0.05). In the intravenous hybrid simulation group, post-clinical self-efficacy increased at a higher level (intervention p=0.0001, z=-4.946; control p=0.0001, z=-3.771).
Conclusion: The scenario-based hybrid simulation increases the students' satisfaction and self-efficacy attitudes. For researcher, experimental randomized controlled studies on clinical performance and patient interaction are recommended.

Kaynakça

  • 1. Salpern SD, Ubel PA, Caplan AL. Solid-organ transplantation in HIVinfected patients. N Engl J Med. 2002 Jul 25;347(4):284-7.
  • 2. Şenyuva E. Reflections on nursing education of technological developments. FNJN. 2019; 27(1):79-90. Available from: https://fnjn.org/ Content/files/sayilar/149/149-660.pdf
  • 3. Filiz NY, Dikmen Y. Hemşirelik eğitiminde aktif öğrenme yöntemlerinin kullanımı: Jigsaw tekniği. JOHR. 2017;3(3):145-150. Available from: https://dergipark.org.tr/en/pub/johr/issue/31267/340432
  • 4. Ünver V, Başak T. Simülasyona dayalı eğitimde senaryo yazma süreci. Turkiye Klinikleri J Surg Nurs-Special Topics. 2016;2(1):70-8.
  • 5. Karabacak Ü, Uğur E. Sağlık Bilimlerinde Simülasyon - Kavramdan Uygulamaya. İstanbul: Nobel Tıp Kitabevi; 2019.
  • 6. Kim J, Park JH, Shin S. Effectiveness of simulation-based nursing education depending on fidelity: A Meta-analysis. BMC Med Educ. 2016 Dec 1;16(1):152. Available from: https://www.ncbi.nlm.nih.gov/pmc/ articles/PMC4877810/ DOI: 10.1186/s12909-016-0672-7
  • 7. Yağcan, H , Sezer, H . Doğuma Hazırlık Sınıfı Eğitimlerinde Kullanılabilecek İnovatif Bir Yöntem: Hibrit Simülasyon . J Biotechnol and Strategic Health Res. 2019;3 (2):72-78. DOI: 10.34084/bshr.577967
  • 8. Alexandrou E, Ray‐Barruel G, Frost S, Inwood S, Higgins N, Lin F, et al. International prevalence of the use of peripheral intravenous catheters. J Hosp Med. 2015;10(8): 530-533. Available from: https://pubmed.ncbi. nlm.nih.gov/26041384/ DOI: https://doi.org/10.1002/jhm.2389
  • 9. O’grady NP, Alexander M, Burns LA, Dellinger EP, Garland J, Heard SO, et al. Guidelines for the prevention of intravascular catheterrelated infections. Clin Infect Dis. 2011 May 1;52(9):e162-93. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3106269/ DOI: 10.1093/cid/cir257
  • 10. Glover KR, Stahl BR, Murray C, LeClair M, Gallucci S, King MA, et al. A Simulation-Based Blended Curriculum for Short Peripheral Intravenous Catheter Insertion: An Industry–Practice Collaboration. J Contin Educ Nurs. 2017 Sep 1;48(9):397-406. Available from: https://pubmed. ncbi.nlm.nih.gov/28850656/ DOI: https://doi.org/10.3928/00220124- 20170816-05
  • 11. Chang K, Chung J, Wong T. Learning intravenous cannulation: a comparison of the conventional method and the CathSim Intravenous Training System. J. Clin. Nurs. 2002 Jan 12;11(1):73-78. Available from: https://pubmed.ncbi.nlm.nih.gov/11845758/ DOI: 10.1046/j.1365- 2702.2002.00561.x
  • 12. Reyes SD, Stillsmoking K, Chadwick-Hopkins D. Implementation and evaluation of a virtual simulator system: teaching intravenous skills. Clin. Simul. Nurs. 2008 Jan 1;4(1):e43-9. Available from: https://www. sciencedirect.com/science/article/abs/pii/S187613990900485X DOI: https://doi.org/10.1016/j.ecns.2009.05.055
  • 13. Devenny A, Lord D, Matthews J, Tuhacek J, Vitlip J, Zhang M, et al. Avstick: An Intravenous Catheter Insertion Simulator for Use with Standardized Patients. Nurs Educ Perspect. 2018; 39(2): 102–104. Available from: https://europepmc.org/article/med/29346179 DOI: 10.1097/01.nep.0000000000000225
  • 14. Reznek MA, Rawn CL, Krummel TM. Evaluation of the educational effectiveness of a virtual reality intravenous insertion simulator. Acad. Emerg. Med. 2002 Nov;9(11):1319-25. Available from: https://pubmed. ncbi.nlm.nih.gov/12414488/ DOI: 10.1111/j.1553-2712.2002.tb01594.x
  • 15. Jamison RJ, Hovancsek MT, Clochesy JM. A pilot study assessing simulation using two simulation methods for teaching intravenous cannulation. Clin Simul Nurs. 2006 Jan 1;2(1):e9-12. Available from: https:// www.sciencedirect.com/science/article/abs/pii/S187613990900437X DOI: https://doi.org/10.1016/j.ecns.2009.05.007
  • 16. Kinney S, Henderson D. Comparison of low fidelity simulation learning strategy with traditional lecture. Clin. Simul. Nurs. 2008 Jul 1;4(2):e15-8. Available from: https://www.nursingsimulation.org/ article/S1876-1399(08)00006-6/abstract DOI: https://doi.org/10.1016/j. ecns.2008.06.005
  • 17. Loukas C, Nikiteas N, Kanakis M, Georgiou E. Evaluating the effectiveness of virtual reality simulation training in intravenous cannulation. Simul Healthc. 2011 Aug 1;6(4):213-7. Available from: https://pubmed.ncbi.nlm.nih.gov/21613970/ DOI: 10.1097/ SIH.0b013e31821d08a9.
  • 18. Jung EY, Park DK, Lee YH, Jo HS, Lim YS, Park RW. Evaluation of practical exercises using an intravenous simulator incorporating virtual reality and haptics device technologies. Nurse Educ Today. 2012 May 1;32(4):458- 63. Available from: https://pubmed.ncbi.nlm.nih.gov/21664014/ DOI: 10.1016/j.nedt.2011.05.012. Epub 2011 Jun 12.
  • 19. Jones R, Simmons A, Boykin G, Stamper D, Thompson J. Measuring intravenous cannulation skills of practical nursing students using rubber mannequin intravenous training arms. Mil Med. 2014 Nov;179(11):1361- 1367. Available from: https://pubmed.ncbi.nlm.nih.gov/25373067/
  • 20. Ismailoglu EG, Zaybak A. Comparison of the effectiveness of a virtual simulator with a plastic arm model in teaching intravenous catheter insertion skills. Comput Inform Nurs. 2018 Feb 1;36(2):98-105. Available from: https://pubmed.ncbi.nlm.nih.gov/29176359/ DOI: 10.1097/ CIN.0000000000000405
  • 21. Reinhardt AC, Mullins IL, De Blieck C, Schultz P. IV insertion simulation: confidence, skill, and performance. Clin. Simul. Nurs. 2012 May 1;8(5):e157-67. Available from: https://www.sciencedirect.com/science/ article/abs/pii/S1876139910001659 DOI: https://doi.org/10.1016/j. ecns.2010.09.001
  • 22. Engum SA, Jeffries P, Fisher L. Intravenous catheter training system: computer-based education versus traditional learning methods. Am J Surg. 2003 Jul;186(1):67-74. Available from: https://pubmed.ncbi.nlm. nih.gov/12842753/ DOI: 10.1016/s0002-9610(03)00109-0
  • 23. Davis LL. Instrument review: Getting the most from a panel of experts. Appl Nurs Res. 1992 Nov;5(4):194-197. Available from: https:// www.sciencedirect.com/science/article/pii/S0897189705800084 DOI: 10.1016/S0897-1897(05)80008-4.
  • 24. Yeşilyurt S, Çapraz C. Ölçek geliştirme çalışmalarında kullanılan kapsam geçerliği için bir yol haritası. Erzincan Üniversitesi Eğitim Fakültesi Dergisi. 2018;20(1):251-64.
  • 25. Sabuncu N, Akça Ay F. Klinik Beceriler: Sağlığın Değerlendirilmesi. Ankara: Nobel Tıp Kitabevleri; 2009.
  • 26. Perry AG, Potter PA. Fundamentals of nursing. 9th ed. St. Louis: Mosby; 2017.
  • 27. Türk G, Denat Y. Hemşirelik Bakımında Temel Beceriler, 1. Baskı. İstanbul: Akademi Basın ve Yayıncılık; 2017.
  • 28. Lynn P. Taylor’s clinical nursing skills: a nursing process approach. Lippincott Williams & Wilkins; 2018.
  • 29. Fanning RM, Gaba DM. The role of debriefing in simulationbased learning. Simul Healthc. 2007 Jul;2(2): 115-125. Available from: https://pubmed.ncbi.nlm.nih.gov/19088616/ DOI: 10.1097/ SIH.0b013e3180315539
  • 30. Oermann M. Teaching in Nursing and Role of The Educator. New York: Springer Puplishing Company; 2015.
  • 31. Dreifuerst KT. The essentials of debriefing in simulation learning: A concept analysis. Nurs Educ Perspect. 2009 Mar-Apr;30(2):109-114. Available from: https://pubmed.ncbi.nlm.nih.gov/19476076/
  • 32. Arafeh JM, Hansen SS, Nichols A. Debriefing in simulated-based learning: facilitating a reflective discussion. J Perinat Neonatal Nurs. 2010 Oct-Dec; 24(4): 302-309. Available from: https://pubmed.ncbi. nlm.nih.gov/21045608/ DOI: 10.1097/JPN.0b013e3181f6b5ec
  • 33. Terzioğlu F, Boztepe H, Duygulu S, Tuna Z, Kapucu S, Özdemir L. Simulasyon eğitiminin önemli bir bileşeni: çözümleme. Cumhuriyet Hem Der. 2013;2(2):57-63.
  • 34. Tüzer H, Dinç L, Elçin M. Hemşirelik lisans eğitimi simülasyon uygulamalarında çözümleme sürecinin önemi. Turkiye Klinikleri J Pediatr Nurs-Special Topics. 2017;3(1):23-7.
  • 35. Sarmasoğlu Ş, Dinç L, Elçin M. Hemşirelik öğrencilerinin klinik beceri eğitimlerinde kullanılan standart hasta ve maketlere ilişkin görüşleri. HEAD. 2016;13(2):107-15. Available from: https://pdfs.semanticscholar. org/74f7/2a36be217d370d165396bb3efc9d3dfbfb01.pdf
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Sağlık Kurumları Yönetimi
Bölüm Araştırma Makaleleri
Yazarlar

Şenay Takmak 0000-0002-0338-4156

Özlem Fidan 0000-0003-2155-0063

Sümeyye Arslan 0000-0001-9432-6893

Nevin Kuzu Kurban 0000-0001-8562-969X

Yayımlanma Tarihi 31 Ocak 2021
Gönderilme Tarihi 11 Ağustos 2020
Yayımlandığı Sayı Yıl 2021 Cilt: 6 Sayı: 1

Kaynak Göster

APA Takmak, Ş., Fidan, Ö., Arslan, S., Kuzu Kurban, N. (2021). Hemşirelik Öğrencilerine Verilen İntravenöz Kateter Beceri Eğitiminde Hibrit Simülasyonun Etkisi: Pilot Çalışma. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 6(1), 133-141.
AMA Takmak Ş, Fidan Ö, Arslan S, Kuzu Kurban N. Hemşirelik Öğrencilerine Verilen İntravenöz Kateter Beceri Eğitiminde Hibrit Simülasyonun Etkisi: Pilot Çalışma. İKÇÜSBFD. Ocak 2021;6(1):133-141.
Chicago Takmak, Şenay, Özlem Fidan, Sümeyye Arslan, ve Nevin Kuzu Kurban. “Hemşirelik Öğrencilerine Verilen İntravenöz Kateter Beceri Eğitiminde Hibrit Simülasyonun Etkisi: Pilot Çalışma”. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi 6, sy. 1 (Ocak 2021): 133-41.
EndNote Takmak Ş, Fidan Ö, Arslan S, Kuzu Kurban N (01 Ocak 2021) Hemşirelik Öğrencilerine Verilen İntravenöz Kateter Beceri Eğitiminde Hibrit Simülasyonun Etkisi: Pilot Çalışma. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi 6 1 133–141.
IEEE Ş. Takmak, Ö. Fidan, S. Arslan, ve N. Kuzu Kurban, “Hemşirelik Öğrencilerine Verilen İntravenöz Kateter Beceri Eğitiminde Hibrit Simülasyonun Etkisi: Pilot Çalışma”, İKÇÜSBFD, c. 6, sy. 1, ss. 133–141, 2021.
ISNAD Takmak, Şenay vd. “Hemşirelik Öğrencilerine Verilen İntravenöz Kateter Beceri Eğitiminde Hibrit Simülasyonun Etkisi: Pilot Çalışma”. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi 6/1 (Ocak 2021), 133-141.
JAMA Takmak Ş, Fidan Ö, Arslan S, Kuzu Kurban N. Hemşirelik Öğrencilerine Verilen İntravenöz Kateter Beceri Eğitiminde Hibrit Simülasyonun Etkisi: Pilot Çalışma. İKÇÜSBFD. 2021;6:133–141.
MLA Takmak, Şenay vd. “Hemşirelik Öğrencilerine Verilen İntravenöz Kateter Beceri Eğitiminde Hibrit Simülasyonun Etkisi: Pilot Çalışma”. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, c. 6, sy. 1, 2021, ss. 133-41.
Vancouver Takmak Ş, Fidan Ö, Arslan S, Kuzu Kurban N. Hemşirelik Öğrencilerine Verilen İntravenöz Kateter Beceri Eğitiminde Hibrit Simülasyonun Etkisi: Pilot Çalışma. İKÇÜSBFD. 2021;6(1):133-41.