Nursing Education
Conditions
Keywords
Nursing Education, Simulation-Based Training, Standardized Patient,Cardiopulmonary Assessment
Brief summary
Cardiopulmonary physical examination is a fundamental nursing skill that is essential for the early recognition of patient problems and safe clinical decision-making. Nursing students often experience difficulties in developing competence and confidence in performing cardiac and pulmonary assessment skills during their early clinical education. This quasi-experimental study aims to compare the effects of simulation-based training and standardized patient-based training on first-year nursing students' cardiopulmonary physical examination outcomes. The study will evaluate knowledge, clinical skill performance, learning satisfaction, self-confidence, and anxiety levels before and after the educational interventions. Participants will be first-year nursing students enrolled in a health assessment course. Students will be assigned to either a simulation-based training group or a standardized patient-based training group. Data will be collected using knowledge tests, skill assessment checklists, satisfaction and self-confidence scales, and anxiety measures. The findings are expected to contribute to evidence-based nursing education by identifying effective teaching strategies for improving cardiopulmonary assessment competence among nursing students.
Detailed description
Cardiopulmonary physical examination is one of the core clinical competencies expected of nursing students. Accurate assessment of cardiac and pulmonary functions is essential for identifying patient deterioration, supporting clinical decision-making, and ensuring patient safety. However, undergraduate nursing students frequently report difficulties in performing comprehensive physical examinations and often lack confidence in applying these skills in clinical settings. Simulation-based education and standardized patient-based education are widely used experiential learning strategies in nursing education. Simulation provides a safe and controlled environment in which students can repeatedly practice assessment skills and receive feedback without risking patient safety. Standardized patient encounters, on the other hand, offer opportunities for realistic interpersonal communication and clinical interaction. Although both educational approaches are commonly used, evidence regarding their comparative effectiveness for teaching cardiopulmonary assessment skills remains limited. The purpose of this quasi-experimental study is to compare the effects of simulation-based training and standardized patient-based training on cardiopulmonary physical examination outcomes among first-year nursing students. The study will examine differences in knowledge acquisition, clinical skill performance, learning satisfaction, self-confidence, and anxiety levels associated with the two educational methods. Participants will be recruited from first-year undergraduate nursing students enrolled in a health assessment course. Eligible students who provide informed consent will be assigned to either a simulation-based training group or a standardized patient-based training group. Both groups will receive the same educational content related to cardiac and pulmonary physical examination, including inspection, palpation, percussion, auscultation, vital sign assessment, and clinical communication skills. The primary difference between groups will be the instructional method used during practical training. Data collection will be conducted at multiple time points using validated measurement instruments. Knowledge regarding cardiopulmonary assessment will be evaluated through a structured knowledge test. Clinical performance will be assessed using standardized skill checklists developed for cardiac and pulmonary examination procedures. Student satisfaction and self-confidence will be measured using established nursing education scales, while anxiety levels will be evaluated using a standardized anxiety instrument. The study aims to generate evidence regarding effective teaching strategies for developing cardiopulmonary assessment competence in undergraduate nursing education. The findings may contribute to curriculum development and support the selection of educational methods that enhance students' clinical skills, confidence, and preparedness for patient care.
Interventions
BEHAVIORALSimulation-Based Training
Simulation-based training designed to improve nursing students' cardiopulmonary physical examination knowledge, skills, satisfaction, self-confidence, and clinical preparedness through structured practice using a nursing simulation manikin.
BEHAVIORALStandardized Patient-Based Training
Standardized patient-based training designed to improve nursing students' cardiopulmonary physical examination knowledge, skills, satisfaction, self-confidence, and clinical preparedness through structured interactions with trained standardized patients.
Sponsors
Burdur Mehmet Akif Ersoy University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Intervention model description
Participants will be assigned to one of two parallel intervention groups: simulation-based training or standardized patient-based training. Both groups will receive the same educational content related to cardiac and pulmonary physical examination, differing only in the instructional strategy used during practical training.
Eligibility
Sex/Gender
ALL
Age
18 Years to 30 Years
Healthy volunteers
Yes
Inclusion criteria
* First-year nursing students enrolled in the Nursing Department of the Faculty of Health Sciences during the 2025-2026 academic year. * Enrolled in the Health Assessment I and II courses for the first time. * Willing to participate and able to provide written informed consent. * Agree to attend all educational sessions, including theoretical instruction and practical training. * Agree to participate in all data collection procedures, including pre-test, post-test, and follow-up assessments.
Exclusion criteria
* Previous formal training in cardiopulmonary physical examination (e.g., summer school, certification course, or equivalent training). * Transfer students admitted through horizontal or vertical transfer programs. * Receiving ongoing psychological or psychiatric treatment for a diagnosed mental health condition, particularly anxiety-related disorders. * Withdrawal of informed consent at any stage of the study. * Absence from theoretical, simulation-based, or standardized patient training sessions. * Incomplete or incorrectly completed study questionnaires or assessment forms.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Cardiopulmonary Physical Examination Skill Performance | Immediately after completion of the training intervention | Clinical skill performance scores obtained using a 27-item cardiopulmonary physical examination skills checklist. The checklist assesses students' performance in communication, vital signs assessment, inspection, palpation, cardiac auscultation, and pulmonary auscultation. Each item is scored on a 3-point scale (0 = not performed, 1 = performed incorrectly or incompletely, 2 = performed correctly and completely). Total scores range from 0 to 54, with higher scores indicating greater competence in cardiopulmonary physical examination skills. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Cardiopulmonary Physical Examination Knowledge | Baseline, immediately after training, and 1 month after training | Knowledge scores obtained from a 25-item multiple-choice test assessing theoretical knowledge related to cardiopulmonary physical examination. Scores range from 0 to 100, with higher scores indicating greater knowledge. |
| Student Satisfaction With Learning | Immediately after training | Learning satisfaction scores measured using the Student Satisfaction and Self-Confidence in Learning Scale developed by the National League for Nursing (NLN). Higher scores indicate greater satisfaction with the learning experience. |
| Self-Confidence in Learning | Immediately after training | Self-confidence scores measured using the Self-Confidence subscale of the Student Satisfaction and Self-Confidence in Learning Scale. Higher scores indicate greater confidence in performing cardiopulmonary assessment skills. |
| State Anxiety Level | Baseline, immediately after training, and 1 month after training | State anxiety scores measured using the State-Trait Anxiety Inventory (STAI). Higher scores indicate greater anxiety |
Countries
Turkey (Türkiye)
Contacts
CONTACTNevin Uslu, PhD
PRINCIPAL_INVESTIGATORNevin Uslu, PhD
Burdur Mehmet Akif Ersoy University
Outcome results
None listed