Effectiveness of multiple scenario simulations of acute and critical care for undergraduate nursing students: A quasi-experimental design. (November 2022)

• Record Type: Journal Article
• Authors: Chang, Yu-Ling; Hsieh, Ming-Ju; Feng, Tsui-Hsia; Shang, Shu-Ting; Tsai, Yun-Fang
• Is Part Of: Nurse education today. Volume 118(2022)
• Publication Date: 2022-11
• Subjects: Acute and critical care -- Simulated scenario teaching -- Self-reflection and insight scale -- Simulation learning effectiveness scale -- Learning satisfaction; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Soins infirmiers -- Étude et enseignement -- Périodiques; Nursing -- Study and teaching; Periodicals; 610.7307
• DOI: 10.1016/j.nedt.2022.105526
• Languages: English
• ISSNs: 0260-6917

Abstract

Abstract: Background: Acute care and critical care are among the most challenging tasks in nursing, which requires information, knowledge, and skills across multiple areas. Scenario simulations can teach nursing students how to respond to these challenges in a safe environment, which can also reduce the stress of acute and critical care prior to exposure to a clinical setting. However, few studies have examined whether scenario simulations of acute and critical care can improve the abilities of nursing students. Objectives: To examine the effects of acute and critical care scenario simulations for nursing students. Design: A quasi-experimental design. Setting: A department of nursing at a university. Participants: A total of 88 senior nursing students enrolled in a course in acute and critical care nursing volunteered to participate. Methods: The experience provided by scenario simulations was guided by the best practice standards of the International Nursing Association for Clinical Simulation and Learning, which recommends outcome measures include a change in knowledge, skills, and attitudes. Students completed three self-assessment instruments before and after completion of the course: simulation learning effectiveness, self-reflection and insight, and satisfaction with the simulation format. Comparisons of pre-test and post-test scores on the self-assessment instruments evaluated the effects of the simulation learning. Results: Post-test scores for subscale of self-regulation for simulation learning effectiveness and insight were significantly higher compared with pre-test scores (t = −2.85, p < 0.01 and t = −5.23, p < 0.001, respectively). There was also a significant increase for learning satisfaction in post-test, compared with pre-test (t = −3.70, p < 0.001). Conclusion: The use of scenario simulations for teaching acute and critical care nursing improved self-regulation, insight and learning satisfaction for undergraduate nursing students.