Effects of Simulation based Training on the Learning
Outcome of Nursing Students
Hye-Kyung Oh1
1Department of Nursing, Division of Health-Nursing, Daegu University 33 Seongdang-ro 50-gil, Namgu, Daegu, 705-714, Republic of Korea
Abstract. This study aimed to evaluate the effects of simulation based Training
on nursing students’ learning outcome, providing basic data for drawing up measures that can be utilized in various ways in university education. Participants were 35 fourth-year nursing students who agreed to voluntarily participate in this study. A difference was found in student perception of learning outcome necessity according to the number of simulations implemented, and post-test (Scheffe) results showed a statistically significant difference in scores between pre-simulation and the third simulation. Furthermore, a difference was found in achievement of learning outcome depending on the number of simulation sessions, and post-test (Scheffe) results showed that there was a statistically significant difference in scores between pre-simulation and the first, second, third, and fourth simulations.
Keywords: Simulation, Learning Outcome
1 Introduction
1.1 Necessity and Purpose
In today’s changing hospital environment where there exist shorter hospital stay, more intensive care patients, medical consumers’ changing perception, and nursing subjects’ growing needs, nursing students are have difficulty directly performing nursing functions in a clinical setting. Additionally, clinical situations such as the gap between theory and practice, lack of opportunities for acquiring nursing skills, faculty shortage, and students’ decreased motivation to practice have caused impediments to their acquisition of a wide range of clinical experience [1].
A variety of educational techniques have been attempted, including e-learning, as an alternative to complement the recent nursing environment and subjects’ safety, well-being, and various needs [2]. Of these, the simulation environment provides learners with an environment in which they can learn without risk to subjects to incorporate theory into practice [3].
Simulation based Training is an educational method for students to reflect their experience and incorporate new cognitive learning through the process of learning enhancement, clinical judgment improvement, and debriefing with peer students. It is known as a method of improving student learning satisfaction, self-confidence, critical thinking, and clinical performance [4].
This study aimed to evaluate the effects of simulation curriculum on nursing students’ learning outcome and to provide basic data needed to draw up measures that can be utilized in various ways in university education.
2 Method
2.1 Design
This study is a single-group, pre- and post-experimental study aimed at analyzing learning outcome achievement in the course of simulation based Training for nursing students.
2.2 Participants
The participants in this study were 43 fourth-year students in A University’s Department of Nursing who completed the simulation curriculum. Among them, a total of 35 students were finally selected who agreed to voluntarily participate in this study after explanation of the study objectives and method, ensuring anonymity for study participation, voluntary participation, and drop-out.
2.3 Data Collection
The simulation based Training consisted of briefing, scenario development, four simulation sessions, and debriefing. A questionnaire was distributed for data collection to evaluate achievement of learning outcome for each simulation session, and data were collected from April 2014 to June 2014.
2.4 Data Analysis
Collected data were analyzed using the SAS 9.2 program. Participant characteristics were analyzed with frequency analysis in actual number and percentage. An ANOVA test was used to compare the difference in learning outcome between each of the simulation based learning sessions, and post-test analysis was performed using
3 Results
3.1 General Participant Characteristics
The general participant characteristics are shown in Table 1. The ages ranged from 21 to 25 years old. The mean age was 21.44 years old, and 23 participants were aged 21 years old (65.72%) with the highest number. The number of students who responded that they adapt very well or tend to adapt well to situation or environment change was found to be 27 (77.14%).
Table 1. Participant characteristics.
Characteristics Categories n(%) Age (years) 21 23(65.72) 22 8(22.86) 23 2(5.71) 25 2(5.71) Adaptation to environment Very Good 1(2.86) Good 26(74.29) Ordinary 7(20) Not Good 1(2.86) Never 0(0)
3.2 Necessity of Learning Outcome According to Simulation based Training
The differences in necessity of learning outcome between simulation sessions are shown in Table 2. Looking at learning outcome necessity score for each simulation session, the score before simulation was 17.1429 ± 2.7986, in the first simulation was 17.6286 ± 3.6306, in the second simulation was 18.8857 ± 1.4707, in the third simulation was 19.0285 ± 1.5046, and in the fourth simulation was 18.2286 ± 1.9716. The average score before simulation was the lowest, whereas the average score in the third simulation was the highest.
The F-value was found to be 3.88 with a p-value less than .01, showing that the necessity of learning outcome varied according to the number of simulation sessions. The results of post-test (Scheffe) analysis showed that there was a statistically significant difference in scores between pre-simulation and the third simulation.
Table 2. Necessity of learning outcome. M SD F Post-test Number of simulation Before simulation 17.1429 2.7986 3.88** 3 rd > before simulation 1st 17.6286 3.6306 2nd 18.8857 1.4707 3rd 19.0285 1.5046 4th 18.2286 1.9716 *p < .05 **p < .01 ***p < .001
3.3 Achievement of Learning Outcome According to Simulation based Training
In terms of the current capacity of each simulation session, it was found that the score before simulation was 12.1714 ± 1.1501, in the first simulation was 16.0286 ± 1.8548, in the second simulation was 16.5143 ± 1.6516, in the third simulation was 16.5143 ± 3.3552, and in the fourth simulation was 16.8286 ± 3.7533. The average score before simulation was the lowest, whereas the average score in the fourth simulation was the highest. The F-value was found to be 20.15 with a p-value less than .001, showing that there were differences in learning outcome according to the number of simulations. The results of post-test (Scheffe) analysis showed that there was a statistically significant difference in scores between pre-simulation and the first, second, third, and fourth simulations.
Table 3. Achievement of learning outcome.
M SD F Post-test Number of simulation Before simulation 12.1714 1.1501 20.15*** 4th > before simulation 3rd > before simulation 2nd > before simulation 1st > before simulation 1st 16.0286 1.8548 2nd 16.5143 1.6516 3rd 16.5143 3.3552 4th 16.8286 3.7533 *p < .05 **p < .01 ***p < .001
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