Neonatal Intensive Care, Nursing Education, Nursing Students, Simulation Based Learning, Stress, Psychological
Conditions
Keywords
neonatal intensive care simulation, nursing students, perceived stress, learning satisfaction, self-confidence, simulation-based learning, PEARLS debriefing, mixed methods, NICU nursing education, focus group
Brief summary
This mixed-methods study examines the effects of neonatal intensive care unit (NICU) scenario-based simulation training on third-year nursing students' perceived stress, learning satisfaction, self-confidence, and simulation-based learning experiences. All eligible participants will receive a high-fidelity simulation session involving a NICU scenario that includes therapeutic communication with a postpartum mother, neonatal emergency intervention, and support for mother-infant interaction. The simulation protocol consists of prebriefing (3 minutes), environmental orientation (3 minutes), scenario-based simulation (10 minutes), and debriefing using the PEARLS model (30 minutes). Quantitative data will be collected before and after the simulation using validated scales. Qualitative data will be gathered through semi-structured focus group interviews following the simulation. The study aims to provide evidence on the effectiveness of NICU simulation-based education in nursing training.
Detailed description
Neonatal intensive care units (NICUs) are complex clinical environments requiring advanced technical skills, rapid decision-making, teamwork, and effective communication. Nursing students often face significant challenges in these settings, including stress related to patient acuity, fear of making errors, and difficulties in communicating with emotionally vulnerable parents. This study will be conducted at Atılım University Faculty of Health Sciences, Nursing Skills Laboratory in Ankara, Turkey. Third-year nursing students who have not yet completed the Child Health and Diseases (NURS302) course will be eligible to participate. The entire third-year cohort (n=18) will be invited to participate; no sampling will be applied. The study employs a parallel mixed-methods design. The quantitative component uses a single-group pre-post quasi-experimental design. The qualitative component involves semi-structured focus group interviews to explore students' simulation experiences in depth. The NICU simulation scenario includes three interconnected components: initiating therapeutic communication with a postpartum mother whose preterm infant is admitted to the NICU, performing emergency neonatal intervention during an acute event, and supporting the initiation of mother-infant contact and breastfeeding. The scenario was developed in accordance with the Healthcare Simulation Standards of Best Practice™. Data collection will occur in three phases. In Phase 1, participants will complete the Student Descriptive Information Form and the Perceived Stress Scale for Nursing Students (pre-test). In Phase 2, the simulation and PEARLS-based debriefing will be conducted, followed by post-test administration of the Perceived Stress Scale, Simulation-Based Learning Evaluation Scale, and Student Satisfaction and Self-Confidence in Learning Scale. In Phase 3, semi-structured focus group interviews will be conducted and audio-recorded with participant consent. Quantitative data will be analyzed using SPSS 29.0. Qualitative data will be analyzed using MAXQDA through thematic coding. Findings from both components will be integrated during the interpretation phase.
Interventions
BEHAVIORALNICU Scenario-Based Simulation Training
A structured high-fidelity simulation protocol consisting of prebriefing (3 min), environmental orientation (3 min), NICU scenario-based simulation (10 min), and PEARLS model debriefing (30 min). The scenario includes therapeutic communication with a postpartum mother, neonatal emergency intervention, and support for mother-infant interaction and breastfeeding initiation.
Sponsors
Atılım University
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Third-year undergraduate nursing students at Atılım University Faculty of Health Sciences * Voluntarily willing to participate and providing written informed consent * Have not yet completed the Child Health and Diseases (NURS302) course
Exclusion criteria
* Withdrawal from the study at any stage * Incomplete completion of data collection forms
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Perceived Stress Scale for Nursing Students Score | Baseline (before simulation) and immediately after debriefing | Pre- and post-simulation total scores on the Perceived Stress Scale for Nursing Students measuring students' perceived stress levels during clinical training |
| Simulation-Based Learning Evaluation Scale Score | Immediately after debriefing | Post-simulation total score on the Simulation-Based Learning Evaluation Scale measuring nursing process, patient safety, professional knowledge, communication, and reflective behavior |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Student Satisfaction and Self-Confidence in Learning Scale Score | Immediately after debriefing | Post-simulation total score measuring students' satisfaction and self-confidence following simulation-based education |
| Simulation Experience - Qualitative Findings | Immediately after debriefing | Themes emerging from semi-structured focus group interviews exploring students' perceptions of stress, self-confidence, communication skills, teamwork, and learning during NICU simulation |
Countries
Turkey (Türkiye)
Contacts
PRINCIPAL_INVESTIGATORDidem Yüksel, PhD
Atılım University, Faculty of Health Sciences, Department of Nursing
Outcome results
None listed