Educational Technology
Conditions
Keywords
Educational Technology, Simulation Training, Learning, Learning Curve, Active Learning, Nursing
Brief summary
Teaching modalities that integrate digital educational technologies, such as educational games, dummies and simulated environments, develop critical thinking in students, the absorption of significant learning and the consequent reduction in the exposure of patients to the damage associated with health care. Thus, this study will evaluate the effectiveness of simulation strategies and digital educational platforms in the teaching-learning process, in self-confidence and its implications for the physiological variables and stressful feelings of undergraduate nursing students. Our hypothesis is that students submitted to the use of digital platforms will present lower levels of self-efficacy, capacity for clinical judgment and retention of knowledge when compared to those who were submitted to the simulation strategy.
Detailed description
The study will be carried out in the simulation laboratory of two Higher Education Institutions, one public and the other private in the city of Brasília, Brazil. The sample will consist of 100 students randomized into an experimental group (n=50) and a control group (n=50). Students enrolled in the undergraduate nursing course, aged 18 years or over, will be eligible; have minimal approval in a discipline related to the content of Nursing Care for Adult Patients. Students who work actively in the scenario of patient care in critical and risk situations will be excluded; members of the Academic League of Realistic Health Simulation and those with prior training in the health field. It is expected that nursing students, through active and innovative strategies, will be able to obtain and retain greater knowledge, raise levels of self-efficacy and clinical judgment, for their performance in clinical practice.
Interventions
OTHEREducational digital platforms
The digital educational platforms will be implemented through games of questions and answers, simulated cases sent via google forms about the nurse's performance in a critical care unit facing the patient with signs and symptoms of sepsis. The questions in the games will aim to develop clinical judgment and quick decision-making in nursing students in order not to compromise the health care of the patient in sepsis.
Sponsors
University of Brasilia
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
DOUBLE (Subject, Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
Aged over 18 years; Students approved in the discipline related to nursing care for adult and elderly patients.
Exclusion criteria
Students who actively work in the scenario of patient care in critical and risk situations; Members of the Realistic Health Simulation League; Students with previous training in the health area (nursing technicians, firefighters, among others) ; Participants who for some reason are absent from one of the project stages. \-
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Self-efficacy | Applied immediately after the intervention | Assessment of satisfaction, learning, individual performance after educational actions. A self-efficacy scale will be used. IT'S self-applicable and has 13 items related to beliefs about their own abilities, motivation for action, coping with obstacles, predisposition to challenge, openness to experience, resilience in the face of failures, the influence of initial success on the the final success of an activity and the history of previous successes. These items are represented by a Likert-type scale of agreement, containing five points, in which 1 represents the participant's total disagreement and 5 the total agreement. Scores above 2.5 indicate that participants feel very capable. |
| Clinical Judgment | Applied immediately after the intervention | Evaluation of the development of clinical reasoning of nursing students. The instrument Lasater clinical Judgment Rubric (LCJR) - Brazilian Version will be used. It assesses 11 dimensions at four levels of clinical judgment (recognition, interpretation, response, reflection). The total score ranges from 11 to 44, where the initial level generates one point, the in development level generates two points, the proficient level generates three points and the exemplary level generates four points . |
| Self-efficacy (Baseline) | Applied before the intervention | Assessment of satisfaction, learning, individual performance after educational actions. A self-efficacy scale will be used. IT'S self-applicable and has 13 items related to beliefs about their own abilities, motivation for action, coping with obstacles, predisposition to challenge, openness to experience, resilience in the face of failures, the influence of initial success on the the final success of an activity and the history of previous successes. These items are represented by a Likert-type scale of agreement, containing five points, in which 1 represents the participant's total disagreement and 5 the total agreement. Scores above 2.5 indicate that participants feel very capable. |
| Cognitive Performance (Baseline) | Applied before the intervention | Application of a questionnaire with ten multiple choice questions to assess the knowledge of nursing students about signs and sepsis symptoms |
| Cognitive Performance (Post-Test) | Applied immediately after the intervention | Application of a questionnaire with ten multiple choice questions to assess the knowledge of nursing students about signs and sepsis symptoms |
| Cognitive Performance (Retention over time) | Applied thirty days after the intervention | Application of a questionnaire with ten multiple choice questions to assess the knowledge of nursing students about signs and sepsis symptoms |
| Clinical Judgment (Baseline) | Applied before the intervention | Evaluation of the development of clinical reasoning of nursing students. The instrument Lasater clinical Judgment Rubric (LCJR)- Brazilian Version will be used. It assesses 11 dimensions at four levels of clinical judgment (recognition, interpretation, response, reflection). The total score ranges from 11 to 44, where the initial level generates one point, the in development level generates two points, the proficient level generates three points and the exemplary level generates four points. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Student stress | Applied immediately after the intervention | Assessment of the intensity of stress among nursing students caused by pedagogical strategies: high-fidelity simulation and digital educational platforms. The questionnaire will be applied. It consists of 31 items and the answers are Likert type, scored from 0 to 3, depending on the degree of concern it generates for the student, as follows: nothing (0), a little (1), a lot (2) and extremely ( 3). |
| Student stress (Baseline) | Before the intervention | Assessment of the intensity of stress among nursing students caused by pedagogical strategies: high-fidelity simulation and digital educational platforms. The questionnaire will be applied. It consists of 31 items and the answers are Likert type, scored from 0 to 3, depending on the degree of concern it generates for the student, as follows: nothing (0), a little (1), a lot (2) and extremely ( 3). |
Contacts
Primary ContactMarcia CS Magro, PhD
Backup ContactJANE WS NOGUEIRA, Master
Outcome results
None listed