The Effects of Low Fidelity Simulation On The Blood Pressure Knowledge Scores and Hearing Korotkoff Sounds
Abstract
Objectives: This semi-experimental study was conducted, to determine the effects of low fidelity simulation on blood pressure knowledge scores and hearing Korotkoff sounds. Individuals/Materials and Methods: The sample of the study consisted of a University Health High School experimental/ study group = 37; control group = 35 nursing, first-year students. Data that were collected: sociodemographic data, blood pressure tests and measurement results. The application of the research includes lectures, knowledge test application pre-post test , laboratory application, additional simulation training for the experimental/study group, blood pressure measurement evaluation in a simulator and healthy volunteer. Numbers, percentages, mean, chi-square analysis, paired-samples t-test, Mann-Whitney U test, Wilcoxon signed-rank test, McNemar Test, Kruskal Wallis Variance Analysis, independent samples t-test were used in the data assessment. Results: The experimental group post knowledge test mean was 9.45±2.51; the control group was 10.31±2.75. Skill training using low reality simulations did not make a significant difference between students’ knowledge scores. More than half of the students in the experimental group was heard in the simulator sound at 1st and 2nd measurement, control group students was heard mainly at the 4th measurement. There is no statistically significant difference between experimental and control groups in the assessment of simulator and healthy volunteers. Conclusion: Since low fidelity simulators are not very effective in hearing Korotkoff sound in this study, it is thought that skill training made with high fidelity simulator or healthy volunteer individuals can be effective.
References
- Oermann MH, editor. Teaching in Nursing and Role of the Educator. New York: Springer Puplising Company; 2015. pp.36–40.
- Torrance C, Sergisson E. An observational study of student nurses’ measurement of arteriyal blood pressure by spygmomanometry and auscultation. Nurs Educ Today 1996;16:282–86. [CrossRef]
- Torrance C, Serginson E. Student nurses’ knowledge in relation to blood pressure measurement by sphygmomanometry and auscultation sphygmomanometry and auscultation. Nurse Educ Today 1996;16:397–402. [CrossRef]
- Armstrong RS. Nurses’ knowledge of error in blood pressure measurement technique. Int J Nurs Pract 2002;8:118–26. [CrossRef]
- Gonzalez-Lopez JJ, Ramirez JGA, Garcia RT, Esteban SA, del Barrio JA, Rodríguez-Artalejo F. F. Knowledge of correct blood pressure measurement procedures among medical and nursing students. Rev Esp Cardiol (Engl Ed) 2009;62:568–71. [CrossRef]
- Baillie L, Curzio J. A survey of first year student nurses’ experiences of learning blood pressure measurement. Nurs Educ Pract 2009;9:61– 71. [CrossRef]
- Uysal H, Enç N. Hemşirelerin indirekt arteriyel kan basıncı ölçümüne ilişkin teorik ve uygulamaya yönelik bilgilerinin değerlendirilmesi. Ege Üniv Hem YO Derg 2005;21:47–61. Erişim: https://dergipark.org. tr/download/issue-file/8783
- Berman A, Snyder S, editors. Kozier & Erb’s Fundamentals of Nursing, 9th ed. New Jersey: Pearson; 2012. pp.560–7.
- Corbally MA. Considering video production? Lessons learned from the production of a blood pressure measurement video. Nurse Educ Pract 2005;5:375–9. [CrossRef]
- Bauer MD, Huynh MV. Nursing students’ blood pressure measurement following CD-ROM and conventional classroom instruction: a pilot study. Int J Med Inform 1998;50:103–9. [CrossRef]
- Beeson SA, Kring DL. The effects of two teaching methods on nursing students’ factual knowledge and performance of psychomotor skills. J Nurs Educ 1999;38:357–60.
- Jeffries PR, editor. Clinical Simulations in Nursing Education. Advanced Concepts, Trends and Opportuties. Philadelphia: Wolters Kluwer Health; 2014. pp.22–44.
- Ross JG. Simulation and psychomotor skill acquisition: a review of the literature. Clin Simul Nurs 2012;8:e429–35. [CrossRef]
- Ballard G, Piper S, Stokes P. Effect of simulated learning on blood pressure measurement skills. Nurs Stand 2012;27:43–7. [CrossRef]
- Karadag A, Caliskan N, Korkut H, Baykara ZG, Ozturk D. The effect of simulation training on the learning of some psychomotor skills by first year nursing students: the case of Turkey. Procedia - Soc Behav Sci 2012;47:781–85. [CrossRef]
- Gordon CJ, Frotjold A, Fethney J, Green J, Hardy J, Maw M, Buckley T. The effectiveness of simulation-based blood pressure training in preregistration nursing students. Simul Healthc 2013;8:335–40. [CrossRef]
- Seybert AL, Barton CM. Simulation-based learning to teach blood pressure assessment to doctor of pharmacy students. Am J Pharm Educ 2007;71. [CrossRef]
- Sarmasoğlu Ş, Dinç L, Elçin M. Using standardized patients in nursing education effects on students’ psychomotor skill development. Nurse Educ 2016;41:E1–5. [CrossRef]
- Jeffries PR, editor. Simulation in Nursing Education From Conceptualization to Evaluation, 2nd ed. New York: National Leaguge for Nursing; 2012. pp.1–25.
- Oermann MH, Gaberson KB. Evaluation and Testing in Nursing Education, 4th ed. New York: Springer Publishing Company; 2014. p.40.
- Turgut MF, Baykul Y. Eğitimde Ölçme Değerlendirme, 4. Baskı. Ankara: Pegem Akademi; 2012. ss.122–31.
- Şahin TK, Demir LS, Koruk İ. Bir tıp fakültesi hastanesinde görevli hemşirelerin kan basıncı ölçüm bilgilerinin değerlendirilmesi. TSK Koruyucu Hekimlik Bülteni 2006;5:8–18. Erişim: https://www. scopemed.org/mnsfulltext/khb_005_01-8.pdf?t=1566477183
- Eghbalibabadi M, Ashouri E. Comparison of the effects of two teaching methods on the nursing students’ performance in measurement of blood pressure. Iran J Nurs Midwifery Res 2014;19:381–4.
- Gazibara T, Rancic B, Maric G, Radovanovic S, Kisic-Tepavcevic D, Pekmezovic T. Medical students, do you know how to measure blood pressure correctly? Blood Press Monit 2015;20:27–31. [CrossRef]
- Zaybak A, Yapucu Güneş Ü. Hemşirelerin indirekt arteriyel kan basıncı ölçüme yöntemleriyle ilgili gözlemsel bir çalışma. CÜ Hem YO Derg 2007;11:23–8. Erişim: http://eskidergi.cumhuriyet.edu.tr/ makale/1621.pdf
- Lynn P, editor. Taylor’s Clinical Nursing Skills, 3rd ed. Philadelpia: Lippincott Williams & Wilkins; 2011. pp.33–43. Erişim: http://www. zu.edu.jo/UploadFile/Library/E_Books/Files/LibraryFile_16105_10. pdf
- DeLaune SC, Ladner PK. Fundamentals of Nursing Standard & Practice, 4th ed. Delmar: Cengage Learning; 2011. pp.533–7.
- Atabek Aştı T, Karadağ A, editörler. Hemşirelik Esasları. İstanbul: Akademi Yayınevi; 2013. ss.611–9.
- Handler J. The importance of accurate blood pressure measurement. Perm J 2009;13:51–4. [CrossRef]
- Pinar R, Ataalkın S. The effect of clothes on sphygmomanometrıc blood pressure measurement in hypertensive patients. Eur J Intern Med 2009;20:S277–78. [CrossRef]
Abstract
Amaç: Yarı deneysel uygulanan bu çalışmada düşük gerçekli simülasyonun kan basıncı bilgi puanı ve Korotkoff seslerini duymaya etkisini belirlemek amaçlanmıştır. Bireyler ve Yöntem: Araştırmanın örneklemini bir Üniversitenin Sağlık Yüksek Okulu deney grubu=37; kontrol grubu=35 hemşirelik birinci sınıf öğrencileri oluşturmuştur. Veriler; sosyodemografik veriler, kan basıncı bilgi testi ve ölçüm sonuçları formuyla toplanmıştır. Araştırmanın uygulaması ders anlatımı, bilgi testi uygulaması ön-son test , laboratuvar uygulaması, deney grubuna ek simülasyon eğitimi, simülatör ve sağlıklı gönüllü bireyde kan basıncı ölçüm değerlendirmesini içermektedir. Verilerin değerlendirilmesinde sayı, yüzde, ortalama, ki-kare analizi, İki eş arasındaki farkın önemlilik testi, Mann-Whitney U testi, Wilcoxon eşleştirilmiş iki örnek testi, McNemar Testi, Kruskal Wallis Varyans Analizi, iki ortalama arasındaki farkın önemlilik testi kullanılmıştır. Bulgular: Öğrencilerinin son test bilgi ortalaması Deney grubunda 9.45±2.51; kontrol grubunda 10.31±2.75’dır. Düşük gerçeklikli simülatör kullanılarak yapılan uygulama eğitiminin öğrencilerin bilgi testi puanlarında anlamlı bir farklılık oluşturmadığı, deney grubu öğrencilerinin simülatörde ayarlanan sesi yarıdan fazlasının 1. ve 2. ölçümlerde, kontrol grubunun 4. ölçümde duyduğu saptanmıştır. Simülatör kolunda ve sağlıklı gönüllü birey değerlendirmelerinde deney ve kontrol grubu arasında anlamlı bir farklılık bulunmamıştır. Sonuç: Bu çalışmada düşük gerçeklikli simülatörlerin Korotkoff sesini duymada çok etkili olmadığından, yüksek gerçeklikli simülatör veya sağlıklı gönüllü bireyle yapılan beceri eğitimlerinin etkili olabileceği düşünülmektedir.
References
- Oermann MH, editor. Teaching in Nursing and Role of the Educator. New York: Springer Puplising Company; 2015. pp.36–40.
- Torrance C, Sergisson E. An observational study of student nurses’ measurement of arteriyal blood pressure by spygmomanometry and auscultation. Nurs Educ Today 1996;16:282–86. [CrossRef]
- Torrance C, Serginson E. Student nurses’ knowledge in relation to blood pressure measurement by sphygmomanometry and auscultation sphygmomanometry and auscultation. Nurse Educ Today 1996;16:397–402. [CrossRef]
- Armstrong RS. Nurses’ knowledge of error in blood pressure measurement technique. Int J Nurs Pract 2002;8:118–26. [CrossRef]
- Gonzalez-Lopez JJ, Ramirez JGA, Garcia RT, Esteban SA, del Barrio JA, Rodríguez-Artalejo F. F. Knowledge of correct blood pressure measurement procedures among medical and nursing students. Rev Esp Cardiol (Engl Ed) 2009;62:568–71. [CrossRef]
- Baillie L, Curzio J. A survey of first year student nurses’ experiences of learning blood pressure measurement. Nurs Educ Pract 2009;9:61– 71. [CrossRef]
- Uysal H, Enç N. Hemşirelerin indirekt arteriyel kan basıncı ölçümüne ilişkin teorik ve uygulamaya yönelik bilgilerinin değerlendirilmesi. Ege Üniv Hem YO Derg 2005;21:47–61. Erişim: https://dergipark.org. tr/download/issue-file/8783
- Berman A, Snyder S, editors. Kozier & Erb’s Fundamentals of Nursing, 9th ed. New Jersey: Pearson; 2012. pp.560–7.
- Corbally MA. Considering video production? Lessons learned from the production of a blood pressure measurement video. Nurse Educ Pract 2005;5:375–9. [CrossRef]
- Bauer MD, Huynh MV. Nursing students’ blood pressure measurement following CD-ROM and conventional classroom instruction: a pilot study. Int J Med Inform 1998;50:103–9. [CrossRef]
- Beeson SA, Kring DL. The effects of two teaching methods on nursing students’ factual knowledge and performance of psychomotor skills. J Nurs Educ 1999;38:357–60.
- Jeffries PR, editor. Clinical Simulations in Nursing Education. Advanced Concepts, Trends and Opportuties. Philadelphia: Wolters Kluwer Health; 2014. pp.22–44.
- Ross JG. Simulation and psychomotor skill acquisition: a review of the literature. Clin Simul Nurs 2012;8:e429–35. [CrossRef]
- Ballard G, Piper S, Stokes P. Effect of simulated learning on blood pressure measurement skills. Nurs Stand 2012;27:43–7. [CrossRef]
- Karadag A, Caliskan N, Korkut H, Baykara ZG, Ozturk D. The effect of simulation training on the learning of some psychomotor skills by first year nursing students: the case of Turkey. Procedia - Soc Behav Sci 2012;47:781–85. [CrossRef]
- Gordon CJ, Frotjold A, Fethney J, Green J, Hardy J, Maw M, Buckley T. The effectiveness of simulation-based blood pressure training in preregistration nursing students. Simul Healthc 2013;8:335–40. [CrossRef]
- Seybert AL, Barton CM. Simulation-based learning to teach blood pressure assessment to doctor of pharmacy students. Am J Pharm Educ 2007;71. [CrossRef]
- Sarmasoğlu Ş, Dinç L, Elçin M. Using standardized patients in nursing education effects on students’ psychomotor skill development. Nurse Educ 2016;41:E1–5. [CrossRef]
- Jeffries PR, editor. Simulation in Nursing Education From Conceptualization to Evaluation, 2nd ed. New York: National Leaguge for Nursing; 2012. pp.1–25.
- Oermann MH, Gaberson KB. Evaluation and Testing in Nursing Education, 4th ed. New York: Springer Publishing Company; 2014. p.40.
- Turgut MF, Baykul Y. Eğitimde Ölçme Değerlendirme, 4. Baskı. Ankara: Pegem Akademi; 2012. ss.122–31.
- Şahin TK, Demir LS, Koruk İ. Bir tıp fakültesi hastanesinde görevli hemşirelerin kan basıncı ölçüm bilgilerinin değerlendirilmesi. TSK Koruyucu Hekimlik Bülteni 2006;5:8–18. Erişim: https://www. scopemed.org/mnsfulltext/khb_005_01-8.pdf?t=1566477183
- Eghbalibabadi M, Ashouri E. Comparison of the effects of two teaching methods on the nursing students’ performance in measurement of blood pressure. Iran J Nurs Midwifery Res 2014;19:381–4.
- Gazibara T, Rancic B, Maric G, Radovanovic S, Kisic-Tepavcevic D, Pekmezovic T. Medical students, do you know how to measure blood pressure correctly? Blood Press Monit 2015;20:27–31. [CrossRef]
- Zaybak A, Yapucu Güneş Ü. Hemşirelerin indirekt arteriyel kan basıncı ölçüme yöntemleriyle ilgili gözlemsel bir çalışma. CÜ Hem YO Derg 2007;11:23–8. Erişim: http://eskidergi.cumhuriyet.edu.tr/ makale/1621.pdf
- Lynn P, editor. Taylor’s Clinical Nursing Skills, 3rd ed. Philadelpia: Lippincott Williams & Wilkins; 2011. pp.33–43. Erişim: http://www. zu.edu.jo/UploadFile/Library/E_Books/Files/LibraryFile_16105_10. pdf
- DeLaune SC, Ladner PK. Fundamentals of Nursing Standard & Practice, 4th ed. Delmar: Cengage Learning; 2011. pp.533–7.
- Atabek Aştı T, Karadağ A, editörler. Hemşirelik Esasları. İstanbul: Akademi Yayınevi; 2013. ss.611–9.
- Handler J. The importance of accurate blood pressure measurement. Perm J 2009;13:51–4. [CrossRef]
- Pinar R, Ataalkın S. The effect of clothes on sphygmomanometrıc blood pressure measurement in hypertensive patients. Eur J Intern Med 2009;20:S277–78. [CrossRef]
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Research Article |
| Authors | |
| Publication Date | December 1, 2019 |
| Published in Issue | Year 2019Issue: 4 |