The Effects of Simulation Education for New Nurses on Emergency Management Using Low-fidelity Simulator
10.5977/jkasne.2019.25.3.331
- Author:
Young Hee LEE
1
;
Hye Young AHN
Author Information
1. Assistant Professor, Department of Nursing, Chungbuk Health & Science University, Korea.
- Publication Type:Original Article
- Keywords:
Patient simulation;
Education;
Emergency nursing;
Clinical competence;
Nurses
- MeSH:
Clinical Competence;
Education;
Emergencies;
Emergency Nursing;
Evaluation Studies as Topic;
Learning;
Patient Simulation;
Research Design;
Teaching;
Thinking
- From:Journal of Korean Academic Society of Nursing Education
2019;25(3):331-343
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: This study focuses on investigating the effectiveness of simulation education on emergency management using a low-fidelity simulator as related to clinical skill performance, self-confidence, knowledge, learning satisfaction, and critical thinking disposition in new nurses. METHODS: A pre-post test experimental design of nonequivalent control group was applied. Fifty-five new nurses were recruited, 28 nurses for the experimental group and 27 nurses for the control group. A simulation education for emergency management comprising knowledge lecture, team learning, skill education, team simulation, and debriefing was developed and implemented from Feb. 14 to 27, 2015. Data were analyzed with percentage, average, and standard deviation, chi-square, and t-test using SPSS. RESULTS: The experimental group showed significantly higher knowledge (t=5.81, p<.001), clinical skill performance (t=10.08, p<.001), self-confidence (t=-6.24, p<.001), critical thinking disposition (t=2.42, p=.019), and learning satisfaction (t=4.21, p<.001) for emergency management compared with the control group who had traditional lecture education. CONCLUSION: The results indicate that a simulation education using a low-fidelity simulator is an efficient teaching method for new nurses to deepen their clinical skill performance, self-confidence, knowledge, learning satisfaction, and critical thinking disposition in learning emergency management.
