Use of simulation from high fidelity to low fidelity in teaching of safe-medication practices

Kan Onturk Z., Ugur E., Kocatepe V., Ates E., Ocaktan N., Unver V., ...Daha Fazla

JOURNAL OF THE PAKISTAN MEDICAL ASSOCIATION, sa.2, ss.195-200, 2019 (SCI-Expanded) identifier identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2019
  • Dergi Adı: JOURNAL OF THE PAKISTAN MEDICAL ASSOCIATION
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Scopus
  • Sayfa Sayıları: ss.195-200
  • Anahtar Kelimeler: Simulation, Nursing education, Skill teaching, Safemedication, SELF-CONFIDENCE, STUDENT SATISFACTION, NURSING-STUDENTS, EDUCATIONAL PRACTICES, CARE
  • Acıbadem Mehmet Ali Aydınlar Üniversitesi Adresli: Evet

Özet

Objective: To evaluate the effects of simulation techniques on learning outcomes in the teaching of safe drug applications to first year nursing students. Method: The semi-experimental study was conducted from February to April 2017, and comprised nursing students of Acibadem Mehmet Ali Aydinlar University. This student satisfaction and self-confidence in learning scale, medication practice via oral route checklist, and pre- and post-test for safe drug application knowledge Assessment were used for data collection. Following the theoretical lectures, case studies, task trainer practices and scenario with standardised patient were carried out. Baseline knowledge, during-the-scenario performanceand post-scenario level of student's satisfaction and self-confidence were evaluated. Data was analysed using SPSS 18. Results: Of the 58 subjects, 51(87.9%) were female. The overall mean age of the sample was 20.69 +/- 1.02 years. There was a statistically significant difference between students' knowledge levels before and after the scenario (p<0.05). Mean performance scoreon safe medication practice was 65.70 +/- 5.83. A significant weak positive correlation was found between the students' scores on satisfaction with the simulation and knowledge levels as well as the performance and self-confidence scores (p<0.05 each). Also, there was a strong correlation between the scores on self-confidence scale and the knowledge levels (p<0.01). Conclusion: Simulation had a positive effect on learning outcomes.