Comparing to Effect Two Simulation Models
Conditions
Keywords
Standardized patient, Simulation, Nurse, Positioning skills, Communication skills
Brief summary
The goal of this study was to compare two different simulation applications in developing the positioning skill, one of the most common nursing practices, and the communication skill, which forms the basis of nursing practices.
Interventions
OTHERStandard patient simulation model
Nursing students were trained with a standard patient simulation model for position and communication skills education.
Sponsors
Sakarya University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
HEALTH_SERVICES_RESEARCH
Masking
SINGLE (Subject)
Intervention model description
The population of the study consisted of 112 second-semester nursing students who took the Nursing Fundamentals course in the spring semester of the 2021-2022 academic year, and the sample included volunteers who took the course for the first time. A power analysis was performed on the G\*Power (v3.1.7) software to determine the sample size. The power of a study is expressed as 1-β (β = probability of type II error), and in general, studies should have 80% power. According to Cohen's effect size coefficients, assuming that the evaluations between two independent groups would have a large effect size (d = 0.8), the sample size was calculated as 60 subjects. Students were randomly assigned to groups using computer software.
Eligibility
Sex/Gender
ALL
Age
18 Years to 26 Years
Healthy volunteers
Yes
Inclusion criteria
* Volunteering to participate in the research * First-year nursing students * Not have training in simulation
Exclusion criteria
* Not meeting the inclusion criteria
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Comparing of two simulation models | 1 month | Describing the performance scores of the students in the standardized patient group and the high-fidelity simulation manikin group. The checklist consisted of 20 steps. The student scored 0 if the step was not applied at all or the step was applied incorrectly. If the step was not fully implemented, it was graded with 1 point, and if the step was performed correctly and completely, it was graded with 2 points. Checklists were filled out by an independent observer, who was not a researcher. Scores that can be obtained from the skill checklist ranged between 0 and 80, which were converted to 100 points. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Therapeutic Communication Skills Questionnaire for Nursing Students | 1 month | Therapeutic Communication Skills Questionnaire for Nursing Students: It is a 7-point Likert-type scale and consists of 16 items and three sub-dimensions. The highest total score that can be obtained from the scale is 112, which shows high therapeutic communication skills. |
| The Student Satisfaction and Self-Confidence Scale | 1 month | The Student Satisfaction and Self-Confidence Scale: The scale has a 5-point Likert-type evaluation structure and consists of 13 items and two sub-dimensions. The highest total score that can be obtained from the scale is 65, which means high satisfaction and self-confidence. |
Countries
Turkey (Türkiye)
Outcome results
None listed