Knowledge, Attitudes, Practice
Conditions
Keywords
High-fidelity simulation, Self-confidence, Deteriorating patients, Ordinal data, Questionnaire
Brief summary
The overall aim of this intervention study is to examine the effects of an high-fidelity simulation intervention in undergraduate nursing education developed to identify recognizing and responding to patient deterioration. Half of the participants will receive an intervention with high-fidelity simulation, while the other half will not receive any instructional intervention.
Detailed description
Simulation-based nursing education is an increasingly used pedagogical approach. The overall aim of this intervention study is to examine the effects of an high-fidelity simulation intervention developed to identify how recognizing and responding to patient deterioration improves the knowledge and self-confidence of undergraduate nursing students. Specific aims: 1. To describe and estimate the change in undergraduate nursing students' knowledge and perceived self-confidence after an high-fidelity simulation intervention. 2. To identify the barriers and enablers that may impact on a successful implementation of the high-fidelity simulation intervention. Half of the participants will receive an intervention with high-fidelity simulation, while the other half will not receive any instructional intervention. All participants will answer a questionnaire developed to measure perceived knowledge and levels of self-confidence pre- and post-intervention or before and after a meeting (control group). Five students and six faculty members will also be interviewed as a part of a process evaluation. The study is part of a PhD project.
Interventions
The set up in the high-fidelity simulation intervention is a deteriorating patient scenario.
Sponsors
University of Agder
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Investigator)
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* All undergraduate nursing students at two universities enrolling in a specific course that includes high-fidelity simulation
Exclusion criteria
\- None
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Knowledge | Baseline (immediately before intervention) and immediately after intervention (the intervention will last for 3 hours) | Change in total score from 0-20 using 20 multiple choice questions about vital signs, clinical changes in vital signs after major acute blood loss, and nursing procedures. Higher scores at post-intervention represent a better outcome. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Levels of self-confidence | Baseline (immediately before intervention) and immediately after intervention (the intervention will last for 3 hours) | Change in total responses using 20 questions with five response alternatives (from not at all confident to very confident) about vital signs, clinical changes in vital signs after major acute blood loss, and nursing procedures . Higher scores at post-intervention represent a better outcome. |
Outcome results
None listed