Realistic simulation
method of improving knowledge and self-confidence of nursing students in the administration of medication
DOI:
https://doi.org/10.5935/1415-2762.20180024Keywords:
Knowledge, Educational Measurement, Education, Nursing, SimulationAbstract
Objective: To identify if the use of realistic simulation interferes with the acquisition, retention of knowledge and self-confidence for parenteral
administration of medication in students of different age groups of the nursing undergraduate course. Method: Quasi experimental quantitative
study developed at a public university in the Federal District. The realistic simulation was the teaching method adopted with 40 students from the
sixth to the eighth semester of the nursing undergraduate course to approach the medication administration by parenteral route. Identification
and knowledge data were collected through a structured questionnaire and self-confidence through the self-confidence scale, validated for the
Portuguese language. The results were considered significant with p<0.05. Results: The majority (85%) of the students were female, with a mean
age of 24±5 years old. The students presented a significant improvement (p=0.001) in the knowledge regarding the technique of parenteral drug
administration from the pre-test to the post-test after using the realistic simulation. Students aged <29 years old showed improvement in the
technique of medication administration in the different phases of the study, compared to those aged ≥ 29 years old. In general, the level of selfconfidence
after realistic simulation in the different phases of the study improved (p=0.03). Conclusion: It was identified that younger students (18
to 28 years old) have a greater tendency to acquire cognitive and practical knowledge after implementing a realistic simulation strategy. Above all,
their self-confidence showed a significant increase between the phases of the study.
References
Petersen CAL, Dal PD, Badin AG, Karnas HH, Oliveira AK, Lurdes B, et al. Casos de papel e role play: estratégias de aprendizagem em enfermagem. Rev Bras Enferm. 2016 [citado em 2017 out. 17];69(6). Disponível em: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S003471672016000601231&lng=en&nrm=iso&tlng=en
Shin S, Park JH, Kim JH. Effectiveness of patient simulation in nursing education: meta-analysis. Nurse Educ Today. 2015[citado em 2017 out. 17];35(1). Disponível em: http://www.nurseeducationtoday.com/article/S0260-6917(14)00307-4/pdf
Çelik Y, Ceylantekin Y, Kiliç I. The evaluation of simulation market in nursing education and the determination of learning style of students. Int J Health Sci. 2017[citado em 2017 set. 07];11(1). Disponível em: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5327665/
Kelly MA, Hager P, Gallagher R. What matters most? Students' rankings of simulation components that contribute to clinical judgment. J Nurs Educ. 2014[citado em 2017 ago. 15];53(2). Disponível em: https://www.healio.com/nursing/journals/jne/2014-2-53-2/%7B55205074-b36a-4173-a694fde8348e1218%7D/what-matters-most-students-rankings-of-simulationcomponents-that-contribute-to-clinical-judgment#divReadThis
Woda A, Hansen J, Paquette M, Topp R. The impact of simulation sequencing on perceived clinical decision making. Nurse Educ Pract. 2017[citado em 2017 out. 17];26:33-8 Disponível em: http://www.nurseeducationinpractice.com/article/S1471-5953(17)30387-6/pdf
Onello R, Regan M. Challenges in high fidelity simulation: risk sensitization and outcome measurement. Online J Issues Nurs. 2013[citado em 2017 out. 17];18(3):7. Review. Disponível em: http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-18-2013/No3-Sept-2013/Articles-Previous-Topics/Challenges-in-High-Fidelity-Simulation.html
Woods C, Mills J, Park T, Southern J, Usher K. Undergraduate student nurses' self-reported preparedness for practice. Collegian. 2015[citado em 2017 out. 17];22(4). Disponível em: http://www.collegianjournal.com/article/S13227696(14)00043-2/fulltext
Costa RRO, Medeiros SM, Martins JCA, Menezes RMP, Araújo MS. O uso da simulação no contexto da educação e formação em saúde e enfermagem: uma reflexão acadêmica. Rev Espac Saúde. 2015[citado em 2017 out. 17];16(1). Disponível em: http://www.uel.br/revistas/uel/index.php/espacoparasaude/article/view/20263
Almeida RGS, Mazzo A, Martins JCA, Baptista RCN, Girão FB, Mendes IAC. Validação para a língua portuguesa da escala Student Satisfaction Self-Confidence in Learning. Rev Lat Am Enferm. 2015 [citado em 2017 out. 17];23(6). Disponível em: http://www.scielo.br/pdf/rlae/v23n6/pt_01041169-rlae-23-06-01007.pdf
Zarifsanaiey N, Amini M, Saadat F. A comparison of educational strategies for the acquisition of nursing student's performance and critical thinking: simulation-based training vs. integrated training (simulation and critical thinking strategies). BMC Med Educ. 2016[citado em 2017 out. 17];16(1). Disponível em: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5112666/
MacKinnon K, Marcellus L, Rivers J, Gordon C, Ryan M, Butcher D. Student and educator experiences of maternal-child simulation-based learning: a systematic review of qualitative evidence protocol. JBI Database System Rev Implement Rep. 2015[citado em 2017 out. 17];13(1):14-26. Disponível em: https://www.epistemonikos.org/pt/documents/fac1a97e2928d5fc1a990dec8f2898e1d04b7894
McCutcheon K, Lohan M, Traynor M, Martin D. A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education. J Adv Nurs. 2015[citado em 2017 out. 17];71(2):255-70. Disponível em: http://onlinelibrary.wiley.com/doi/10.1111/jan.12509/full
Bowers R, Tunney R, Kelly K, Mills B, Trotta K, Wheeless CN, et al. Impact of standardized simulated patients on first-year pharmacy students' knowledge retention of insulin injection technique and counseling skills. Am J Pharm Educ. 2017[citado em 2017 out. 17];81(6):113. Disponível em: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5607723/
Freebairn L, Rychetnik L, Atkinson JA, Kelly P, McDonnell G, Roberts N, et al. Knowledge mobilisation for policy development: implementing systems approaches through participatory dynamic simulation modelling. Health Res Policy Syst. 2016[citado em 2017 out. 17];15:83. Disponível em: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5629638/
Smith SJ, Roehrs CJ. High-fidelity simulation: factors correlated with nursing student satisfaction and selfconfidence. Nurs Educ Perspect. 2009[citado em 2017 out. 17];30(2):76-8. Disponível em: http://www.freepatentsonline.com/article/Nursing-Education-Perspectives/198994352.html
Gardulf A, Nilsson J, Florin J, Leksell J, Lepp M, Lindholm C, et al. The nurse professional competence (NPC) scale: self-reported competence among nursing students on the point of graduation. Nurse Educ Today. 2016[citado em 2017 out. 20];36:165-71. Disponível em: http://www.nurseeducationtoday.com/article/S0260-6917(15)00399-8/pdf
Ofori R. Age and type of domain specific entry qualifications as predictors of student nurses' performance in biological, social and behavioural sciences in nursing assessments. Nurse Educ Today. 2000[citado em 2017 out. 17];20(4):298-310. Disponível em: http://www.nurseeducationtoday.com/article/S0260-6917(99)90396-9/pdf
Shinnick MA, Woo MA. Learning style impact on knowledge gains in human patient simulation. Nurse Educ Today. 2015[citado em 2017 out. 17];35(1):63-7. Disponível em: https://escholarship.org/uc/item/07z2d4h3
Downloads
Published
Issue
Section
License
Copyright (c) 2018 Reme: Revista Mineira de Enfermagem
This work is licensed under a Creative Commons Attribution 4.0 International License.
Links
Facebook
Instagram
Twitter
