The Effect of Simulation Based Learning on Improve Positive Attitudes and Individualized Care Perceptions of Nurses Towards Elderly Patient
Overview
- Phase
- Not Applicable
- Intervention
- Not specified
- Conditions
- Simulation Training
- Sponsor
- Istanbul Medipol University Hospital
- Enrollment
- 50
- Locations
- 1
- Primary Endpoint
- Change from attitudes towards the elderly at four months
- Status
- Completed
- Last Updated
- 3 years ago
Overview
Brief Summary
The elderly population is increasing in the world. Therefore, it is necessary to competent nurses who can diagnose the care needs of the elderly. Trainings should be planned in order to improve nurses' perception of individualized care in the care and attitudes positively of elderly patient. In post-graduate education, the use of traditional teaching methods and innovative simulation-based education will facilitate the increase of knowledge and skills. The aim of this study is to examine the effect of simulation-based education on the improve of nurses' perception of individualized care and positive attitudes towards the elderly. The study is quasi-experimental with a pre-test post-test design. Before the data collection phase, a simulation-based training program consisting of three stages was created. The data of the study were collected in a university hospital between October 2021 and April 2022, with the socio-demographic characteristics form, the perception of individualized care and the attitude scale towards the elderly. The data will be analyzed in the package program and the study will be reported.
Investigators
Eligibility Criteria
Inclusion Criteria
- •Completed undergraduate education
- •Have been working in the geriatric clinic for at least 6 months
- •Volunteer to participate in the study
Exclusion Criteria
- •Not completing the stages of the study
- •nurses with less than 6 months of experience in the geriatric clinic
- •not volunteer to participate in the study
Outcomes
Primary Outcomes
Change from attitudes towards the elderly at four months
Time Frame: Pre-test (before theoretical course), post test 1 (one week after simulation-based learning), post test 2 (one month after simulation-based learning) and post test 3(three month after simulation-based learning)
Mean scores of the participants' on scale of attitude towards the elderly
Change from perception of individualized care at four months
Time Frame: Pre-test (before theoretical course), post test 1 (one week after simulation-based learning), post test 2 (one month after simulation-based learning) and post test 3 (three month after simulation-based learning)
Mean scores of the participants on the scale of perception of individualized care for the elderly
Change from knowledge test at four months
Time Frame: Pre-test (before theoretical course), immediately post test 1, post test 2 (one week after simulation-based learning), post test 3 (one month after simulation-based learning) and post test 4 (three month after simulation-based learning)
Mean scores of the participants' on scale of knowledge of care towards the elderly