Effectiveness of Simulation in the Cognitive, Physiological and Emotional Sphere of Nursing Students in Caring for Patients With Signs of Sepsis: Crossover Clinical Trial
试验速览
- 阶段
- 不适用
- 发起方
- 入组人数
- 60
- 主要终点
- Cognitive Performance (Retention)
研究概览
简要总结
Simulation is an active teaching strategy capable of reproducing real situations and allowing practical experiences, in which the student is the protagonist of his own knowledge. Scientific evidence highlights, that exposure to the unknown or new can generate stress to the individual, but when dosed, to a certain extent it can increase the level of knowledge. Not infrequently, the lack of stress control can trigger physiological and subjective changes resulting from the increase in its level, such as situations that include the implementation of simulation scenarios in pedagogical teaching models.
详细描述
Objective
To evaluate the effect of simulation (high and low fidelity) on the cognitive, physiological and emotional sphere of nursing students in caring for patients with signs of sepsis.
Hypothesis of the study:
Null hypothesis: Students undergoing high-fidelity simulation will show similar levels of stress, cognitive performance and retention of knowledge in relation to those who will perform low-fidelity simulation in patients with signs of sepsis.
Alternative hypothesis: The cognitive performance and stress will be higher in students who experience high fidelity simulation when compared to students who experience low fidelity simulation.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Crossover
- 主要目的
- Other
- 盲法
- Double (Investigator, Outcomes Assessor)
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Students approved in the discipline related to nursing care for adult and elderly patients;
- •Aged over 18 years.
排除标准
- •Who have experience in the health field (firefighters and nursing technicians, among others);
- •Members of the Health Simulation League;
- •Those who do not complete all stages of the research.
结局指标
主要结局
Cognitive Performance (Retention)
时间窗: Applied thirty days after the intervention
Students' knowledge about nursing care in sepsis measured using a structured questionnaire with six multiple-choice questions
Cognitive Performance (Baseline)
时间窗: Applied before the intervention
Students' knowledge about nursing care in sepsis measured using a structured questionnaire with six multiple-choice questions
Cognitive Performance (Post-test)
时间窗: Applied immediately after the intervention
Students' knowledge about nursing care in sepsis measured using a structured questionnaire with six multiple-choice questions
次要结局
- Student stress (Post-test)(Immediately after the intervention)
- Student stress (Baseline)(Before the intervention)
研究者
Marcia Cristina da Silva Magro
Principal Investigator; PhD
University of Brasilia