Position and Communication Skills Simulation: Comparison of Two Simulation Models in Nursing Student
Trial Snapshot
- Phase
- Not Applicable
- Status
- Completed
- Sponsor
- Enrollment
- 60
- Locations
- 1
- Primary Endpoint
- Comparing of two simulation models
Study Overview
Brief Summary
The goal of this study was to compare two different simulation applications in developing the positioning skill, one of the most common nursing practices, and the communication skill, which forms the basis of nursing practices.
Study Design
- Study Type
- Interventional
- Allocation
- Randomized
- Intervention Model
- Parallel
- Primary Purpose
- Health Services Research
- Masking
- Single (Participant)
Eligibility Criteria
- Ages
- 18 Years to 26 Years (Adult)
- Sex
- All
- Accepts Healthy Volunteers
- Yes
Inclusion Criteria
- •Volunteering to participate in the research
- •First-year nursing students
- •Not have training in simulation
Exclusion Criteria
- •Not meeting the inclusion criteria
Arms & Interventions
Intervention
The students involved in the intervention group were divided into subgroups, and the simulation was carried out using standardized patients. Each subgroup consisted of two students. Students were asked to practice supine and lateral recumbent positions in each scenario.
Intervention: Standard patient simulation model (Other)
Control
The students in the control group were divided into subgroups and practised the supine position and the lateral recumbent position with a high-fidelity manikin. Each subgroup consisted of two students. The applications lasted 5-10 minutes for each group, and after the applications, the debriefing phase was conducted, which lasted 20 minutes.
Outcomes
Primary Outcomes
Comparing of two simulation models
Time Frame: 1 month
Describing the performance scores of the students in the standardized patient group and the high-fidelity simulation manikin group. The checklist consisted of 20 steps. The student scored "0" if "the step was not applied at all" or "the step was applied incorrectly." If the "step was not fully implemented", it was graded with "1" point, and "if the step was performed correctly and completely," it was graded with "2" points. Checklists were filled out by an independent observer, who was not a researcher. Scores that can be obtained from the skill checklist ranged between 0 and 80, which were converted to 100 points.
Secondary Outcomes
- The Student Satisfaction and Self-Confidence Scale(1 month)
- Therapeutic Communication Skills Questionnaire for Nursing Students(1 month)
Investigators
özlem doğu
Associate Professor
Sakarya University