Assessing the effects of asthma attack simulation on cognitive, psychomotor, and affective learning in nursing students: a randomized controlled study

Abstract

Aims: Asthma is a global health problem. Nursing students, who play a key role in managing asthma attack, should be capable of recognising and responding to asthma symptoms. This research aimed to assess the repercussions of asthma attack simulation training on nursing students cognitive, psychomotor, and affective learning domains. Methods: A randomised controlled trial was used in this study. Fourth-year nursing students with no prior simulation training experience were recruited. This research randomly divided participants into two distinct groups: a simulation group, consisting of 53 members, and a control group, with 62 members. Each group received 100 hours of standard training, and only the simulation group received 210 hours of asthma attack simulation training instruction based on Bloom's taxonomy the following day. A knowledge questionnaire was used to evaluate nursing students' cognitive learning on asthma attacks right after theoretical training and three months afterwards. The Objective Structured Clinical Examination was used as a standardised evaluation instrument to evaluate students' psychomotor learning, and the emotional learning, empathy, motivation, self-efficacy, and anxiety levels of nursing students were assessed using a Likert scale ranging from 1 to 10 three months after their theoretical training. Results: Asthma attack cognitive, psychomotor, and emotional learning of nursing students in the Simulation group improved after the intervention compared to the control group (p<0.05). Conclusion: Simulation-based training demonstrates potential efficacy in enhancing nursing students' cognitive, psychomotor, and affective learning related to asthma attacks.

Keywords

• Asthma attack
• education
• learning
• nursing students
• simulation

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