Nursing Education, Nursing Students, Simulation Based Learning
Conditions
Brief summary
This study aims to examine the effect of rapid cycle deliberate practice (RCDP) on nursing students' knowledge, performance, self-confidence, and satisfaction levels regarding anaphylactic shock management. Based on a randomized controlled study design, the study will compare third-year nursing students in terms of RCDP application with traditional analysis methods performed at the end of a scenario. Students, divided into intervention and control groups, will have their knowledge levels, simulation performance, self-confidence, and satisfaction assessed using various scales. The retention of learning and students' subjective learning experiences will also be included in the research. The outcome of this study will determine whether RCDP is an effective method for improving critical clinical decision-making and emergency management skills in nursing students.
Interventions
BEHAVIORALrapid cycle deliberate practice
Unlike traditional debriefing, feedback is provided by pausing the scenario within the simulation. Then the part of the script up to the pause point is repeated.
BEHAVIORALPost-scenario debriefing
Debriefing is performed at the end of the simulation scenario.
Sponsors
Baskent University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* To agree to participate in the study: * Being a 3rd year nursing student * Not working as a nurse in a hospital or any healthcare facility
Exclusion criteria
* • Refusing to participate in the study.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Nursing students' knowledge level regarding shock and anaphylactic shock: Knowledge Test Regarding Nursing Management in Anaphylactic Shock | before the intervention, on the day of the intervention, and 8 weeks after the intervention. | Knowledge Test Regarding Nursing Management in Anaphylactic Shock The 'Knowledge Test Regarding Nursing Management in Anaphylactic Shock,' developed by researchers in line with the literature (Ren et al., 2022; Arslan, 2021; Wang et al., 2021; Karadakovan \& Eti Aslan, 2017; Eti Aslan, 2017; Nair \& Peate, 2018), will be administered as follows: a 'Pre-Test' before the training to determine the students' current knowledge level regarding shock and anaphylactic shock; a 'Post-Test' immediately following the simulation application after the training; and a '1st Retention Test' 8 weeks later to measure the retention of learning. The Knowledge Test consists of 25 multiple-choice questions with 5 options each, focusing on knowledge levels regarding shock and anaphylactic shock. This form has been finalized with necessary adjustments based on expert opinions. The maximum score on this test is 100 points, and the minimum is 0 points. A higher score indicates a higher level of knowledge. |
| Simulation Performance Checklist: Nursing Students' Performance Level Regarding Anaphylactic Shock | on the same day as the intervention and 8 weeks after the intervention | Simulation Performance Checklist The 'Simulation Performance Checklist for Nursing Management in Anaphylactic Shock', created by researchers in line with the literature (Casale et al., 2023; Ren et al., 2022; Arslan, 2021; Dreborg and Him, 2021; Wang et al., 2021; Eti Aslan, 2017; Karadakovan, 2017), will be used to determine students' performance levels. A 'Post-Test' will be administered immediately after the simulation application, and a '1st Retention Test' will be administered after 8 weeks to measure the retention of learning. The checklist consists of 10 items, and each item is scored as "0 = Could not/Did not apply/No", "1 = Did/Applied/Yes". A minimum score of 0 and a maximum score of 10 can be obtained from the checklist. This form has been finalized after necessary adjustments were made in line with expert opinions. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Student Satisfaction and Self-Confidence in Learning Scale: Self-confidence and satisfaction levels of nursing students | before the intervention and on the day of the intervention | Student Satisfaction and Self-Confidence in Learning Scale The Student Satisfaction and Self-Confidence in Learning Scale was developed by Jeffries and Rizzolo (2006), and the Turkish adaptation, validity, and reliability study were conducted by Ünver et al. (2017). The scale consists of 12 items and has two sub-dimensions: student satisfaction (5 items) and self-confidence in learning (7 items). The scale is administered using a 5-point Likert scale (1=Strongly disagree - 5=Strongly agree). In the Turkish version, the Cronbach alpha coefficient was found to be between 0.77 and 0.85, showing that it is a valid and reliable measurement tool. A minimum score of 12 and a maximum score of 60 can be obtained from this scale. A score closer to 60 indicates positive results. |
| Debriefing Experience Scale | The simulation applications will be conducted on the same day. | In this study, the Debriefing Experience Scale, developed by Reed (2012) and adapted into Turkish by Uslu et al. (2022), will be used as a data collection tool. The scale consists of 20 items and four sub-dimensions, and is a 5-point Likert type scale. The Cronbach's alpha coefficients of the Turkish form of the scale were determined as 0.948 for "Evaluation Experience" and 0.951 for "Importance of Item"; the test-retest reliability was ICC=0.999 (p\<0.001). It was stated that the Turkish version is valid and reliable. A minimum score of 20 and a maximum score of 100 can be obtained from this scale. A score closer to 100 indicates positive results. |
Countries
Turkey (Türkiye)
Outcome results
None listed