Nursing Students" Views Towards The Use of High Fidelity Simulation In The Development of Physical Examination Skills
Abstract
Introduction: The physical examination skills of students are considered as one of the basic components of nursing education. The purpose of this study is to evaluate the nursing students’ views about simulation applications who practice the sounds of the lung, intestine and heart sounds with high fidelity simulator.Materials and methods: A total of 191 nursing students who took the Physical Examination Course in the descriptive type of study were targeted, but 156 students participated. The data were collected by using the “Personal Information Form” and “Opinion Form About Practice” prepared by the researchers. Quantitative data are presented as mean, standard deviation, median and frequency. Mann- Whitney U test was used in the analysis of the data. Results: 58,3% of the students were satisfied with the theoretical hours of the Physical Examination lessons, 63,5% found the practice environment appropriate, 53,2% found the simulator effective and sufficient, 71,2% stated that the support of the lecturer was adequate during the applications. It was also found that in the simulator used in practice, 64,7% of students had heard lung sounds, 51,3% had heard intestinal sounds, and 71,8% had heard heart sounds easily; 46,2% stated that they distinguished the lung sounds easily and 51,9% felt that it was realistic. Again, 21,2% of them stated that the use of the simulator is “close to reality”.Conclusion: In order to train and equip students with physical examination skills, high fidelity simulators and scenarios that will develop the knowledge-skill integration of the students should be included in the courses
References
- Eyikara E, Göçmen-Baykara Z. Effect of simulation on the ability of first year nursing students to learn vital signs. Nurse Educ oday 2018;60:101-6. [CrossRef]
- Abe BY, Kawahara C, Yamashina A, Tsuboi R. Repeated scenario simülation to improve competency in critical care: A new approach for nursing education. Am J Crit Care 2013;22:33-40. [CrossRef]
- Debourgh GA, Prion S. Using simulation to teach prelicensure nursing students to minimize patient risk and harm. Clinical Simulation Nursing 2011;7:47-56. [CrossRef]
- Robinson BK, Dearmon V. Evidence-based nursing education: Effective use of instructional design and simulated learning environments to enhance knowledge transfer in undergraduate nursing students. J Prof Nurs. 2013;29:203-9. [CrossRef]
- Edeer AD, Sarıkaya A. Hemşirelik Eğitiminde Simülasyon Kullanımı ve Simülasyon Tipleri. Hemşirelikte Eğitim ve Araştırma Dergisi 2015;12:121-5.
- assessment skills in pre-registration nursing programmes in
- Australia: Issues for nursing education. Collegian 2014;21:245-53. [CrossRef]
- Fennessey A, Wittmann- Price RA. Physical assessment: a continuing need for 447 clarification. Nurs Forum, 2011;46:45-50. [CrossRef]
- Giddens JF, Eddy L. A survey of physical examination skills taught in undergraduate nursing programs: are we teaching too much? J Nurs Educ. 2009;48:24-9. [CrossRef]
- Giddens JF. A survey of physical assessment techniques performed by RNs: lessons for nursing education. J Nurs Educ 2007;46:83-7. [CrossRef]
- Giddens J. Comparing the frequency of physical examination techniques performed by associate and baccalaureate degree prepared nurses in clinical practice: Does education make a difference?. J Nurs Educ, 2006;45:136-9. [CrossRef]
- Lesa R, Dixon A. Physical assessment: implications for nurse educators and nursing practice. Int Council Nurs 2007;54:166-72. [CrossRef]
- Zambas SI. Purpose of the systematic physical assessment in everyday practice: critique 452 of a “sacred cow”. J Nurs Educ 2010;49:305-10. 453. [CrossRef]
- Anderson B, Nix E, Norman B, McPike HD. An evidence based approach to undergraduate physical assessment practicum course development. Nurs Educ Pract 2014;14:242-6. [CrossRef]
- Bremner MN, Aduddell K, Bennett DN, VanGeest JB. The use of human patient Simulator. Nurs Educ 2006;31:170-4. [CrossRef]
- Kapucu S, Bulut H. Turkish nursing students’ views of their clinical learning environment: A focus group study. Pak J Med Sci 2011;27:1149-53.
- Schoening AM, Sittner AJ, Todd MJ. Simulated clinical experience: nursing students ’perceptions and educators’ role. Nurs Educ 2006;31:253-8. [CrossRef]
- Terzioğlu F, Kapucu S, Özdemir L, Boztepe H, Duygulu S, Tuna Z, ve ark. Simülasyon yöntemine ilişkin hemşirelik öğrencilerinin görüşleri. Sağlık Bilimleri Fakültesi Hemşirelik Derg 2012;19:16-23.
- Tawalbeh LI. Effect of simulation on the confidence of university nursing students in applying cardiopulmonary assessment skills: A randomized controlled trial. J Nurs Res 2017;25:289-95. [CrossRef]
- Chen R, Grierson LE, Norman GR. Evaluating the impact of high-and low-fidelity instruction in the development of auscultation skills. Med Educ 2015;49:276-85. [CrossRef]
- Al-Ghareeb AZ, Cooper SJ, McKenna LG. Anxiety and clinical performance in simulated setting in undergraduate health professionals education: an ıntegrative review. Clinical Simulation in Nursing 2017;13:478-91. [CrossRef]
- Hengameh H, Afsaneh R, Morteza K, Hosein M, Marjan SM, Ebadi A. The effect of applying direct observation of procedural skills (dops) on nursing students’ clinical skills: a randomized clinical trial. Global Journal of Health Science 2015;7:17-21. [CrossRef]
- Reilly A, Spratt C. The perceptions of undergraduate student nurse of high-fidelity simulation-based learning: a case report from the University of Tasmania. Nurs Educ Today 2007; 27:542. [CrossRef]
- Sundler AJ, Pettersson A, Berglund M. Undergraduate nursing students’ experiences when examining nursing skills in clinical simulation laboratories with high-fidelity patient simulators: A phenomenological research study. Nurs Educ Today 2015;35:1257- 61. [CrossRef]
- Smith SJ, Roehrs CJ. High-fidelity simulation: factors correlated with nursing student satisfaction and self-confidence. Nurs Educ Perspect 2009;30:74-8.
- Garrett B, MacPhee M, Jackson C. High-fidelity patient simulation: considerations for effective learning. Nurs Educ Perspect 2010;31:309-13.
- Hoadley TA. Learning advanced cardiac life support: a comparison study of the effects of low-and high-fidelity simulation. Nurs Educ Perspect 2009;30:91-5.
- Cantrell MA, Meakim C, Cash K. Development and evaluation of three pediatric-based clinical simulation. Clinical Simulation in Nursing 2008;4:e21-e28. [CrossRef]
- Göriş S, Bilgi N, Bayındır SK. Hemşirelik eğitiminde simülasyon kullanımı. Düzce Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi 2014;1:25-9.
- Bingham AL, Sen S, Finn LA, Cawley MJ. Retention of advanced cardiac life support knowledge and skills following high-fidelity mannequin simulation training. Am J Pharm Educ 2015;79:12. [CrossRef]
- Nuzhat A, Salem RO, Al-Sehri FN, Al-Hamdan N. Role and challenges of simulation in undergraduate curriculum. Medical Teacher 2014;36:S69-S73. [CrossRef]
- Najjar, R., Lyman, B., Miehl, N. Nursing students’ experiences with high-fidelity simulation. International Journal of Nursing Education Scholarship 2015;12:1-9. [CrossRef]
- Cordeau, M.A. Linking the transition: A substantive theory of high-stakes clinical simulation. Advances in Nursing Science 2012;35:E90-E102. [CrossRef]
Fiziksel Muayene Becerilerinin Geliştirilmesinde Yüksek Gerçeklikli Simülasyon Kullanımına Yönelik Hemşirelik Öğrencilerinin Görüşleri
Abstract
Giriş: Öğrencilerin kazanmaları beklenen fiziksel muayene becerileri hemşirelik eğitiminin temel bileşenlerinden biri olarak değerlendirilmektedir. Çalışmanın amacı; Fiziksel Muayene Dersi uygulamasında akciğer, bağırsak ve kalp sesleri dinleme becerilerini yüksek gerçeklik düzeyine sahip simülatör ile gerçekleştiren hemşirelik öğrencilerinin simülasyon uygulamasına yönelik görüşlerini değerlendirmektir.Gereç ve yöntem: Tanımlayıcı tipte yapılan çalışma Fiziksel Muayene Dersi’ni alan 156 hemşirelik öğrencisi ile gerçekleştirilmiştir. Veriler araştırmacılar tarafından hazırlanan “Kişisel Bilgi Formu”, “Uygulamaya Yönelik Görüş Formu” kullanılarak toplanmıştır. Nicel veriler ortalama, standart sapma, ortanca, frekans şeklinde sunulmuştur. Verilerin analizinde Mann Whitney U testi kullanılmıştır. Bulgular: Verilerin analizinde öğrencilerin %58,3’ü Fiziksel Muayene Dersi’nin teorik ders saatini yeterli, %63,5’i uygulamanın gerçekleştirildiği ortamı uygun, %53,2’si uygulama için kullanılan simülatörü etkili ve yeterli ve %71,2’si uygulamalar sırasında öğretim elemanının desteğini yeterli olarak belirtmiştir. Ayrıca öğrencilerin %64,7’si uygulamalarda kullanılan simülatörde akciğer seslerini, %51,3’ü bağırsak seslerini, %71,8’i kalp seslerini rahatça duyabildiğini, %46,2’si akciğer seslerini rahatça ayırt edebildiğini ve %51,9’u simülatörde uygulama yapmanın gerçekmiş gibi hissettirdiğini belirtmiştir. Yine öğrencilerin %21,2’sinin simülatör kullanımını “gerçeğe yakın, uygun” olarak belirtmişlerdir.Sonuç: Fiziksel muayene becerileri açısından donanımlı öğrenciler yetiştirmek amacıyla ders uygulamalarına gerçeklik düzeyi yüksek simülatörler, öğrencilerin bilgi ve beceri entegrasyonunu geliştirecek simülasyon senaryoları dahil edilmelidir
References
- Eyikara E, Göçmen-Baykara Z. Effect of simulation on the ability of first year nursing students to learn vital signs. Nurse Educ oday 2018;60:101-6. [CrossRef]
- Abe BY, Kawahara C, Yamashina A, Tsuboi R. Repeated scenario simülation to improve competency in critical care: A new approach for nursing education. Am J Crit Care 2013;22:33-40. [CrossRef]
- Debourgh GA, Prion S. Using simulation to teach prelicensure nursing students to minimize patient risk and harm. Clinical Simulation Nursing 2011;7:47-56. [CrossRef]
- Robinson BK, Dearmon V. Evidence-based nursing education: Effective use of instructional design and simulated learning environments to enhance knowledge transfer in undergraduate nursing students. J Prof Nurs. 2013;29:203-9. [CrossRef]
- Edeer AD, Sarıkaya A. Hemşirelik Eğitiminde Simülasyon Kullanımı ve Simülasyon Tipleri. Hemşirelikte Eğitim ve Araştırma Dergisi 2015;12:121-5.
- assessment skills in pre-registration nursing programmes in
- Australia: Issues for nursing education. Collegian 2014;21:245-53. [CrossRef]
- Fennessey A, Wittmann- Price RA. Physical assessment: a continuing need for 447 clarification. Nurs Forum, 2011;46:45-50. [CrossRef]
- Giddens JF, Eddy L. A survey of physical examination skills taught in undergraduate nursing programs: are we teaching too much? J Nurs Educ. 2009;48:24-9. [CrossRef]
- Giddens JF. A survey of physical assessment techniques performed by RNs: lessons for nursing education. J Nurs Educ 2007;46:83-7. [CrossRef]
- Giddens J. Comparing the frequency of physical examination techniques performed by associate and baccalaureate degree prepared nurses in clinical practice: Does education make a difference?. J Nurs Educ, 2006;45:136-9. [CrossRef]
- Lesa R, Dixon A. Physical assessment: implications for nurse educators and nursing practice. Int Council Nurs 2007;54:166-72. [CrossRef]
- Zambas SI. Purpose of the systematic physical assessment in everyday practice: critique 452 of a “sacred cow”. J Nurs Educ 2010;49:305-10. 453. [CrossRef]
- Anderson B, Nix E, Norman B, McPike HD. An evidence based approach to undergraduate physical assessment practicum course development. Nurs Educ Pract 2014;14:242-6. [CrossRef]
- Bremner MN, Aduddell K, Bennett DN, VanGeest JB. The use of human patient Simulator. Nurs Educ 2006;31:170-4. [CrossRef]
- Kapucu S, Bulut H. Turkish nursing students’ views of their clinical learning environment: A focus group study. Pak J Med Sci 2011;27:1149-53.
- Schoening AM, Sittner AJ, Todd MJ. Simulated clinical experience: nursing students ’perceptions and educators’ role. Nurs Educ 2006;31:253-8. [CrossRef]
- Terzioğlu F, Kapucu S, Özdemir L, Boztepe H, Duygulu S, Tuna Z, ve ark. Simülasyon yöntemine ilişkin hemşirelik öğrencilerinin görüşleri. Sağlık Bilimleri Fakültesi Hemşirelik Derg 2012;19:16-23.
- Tawalbeh LI. Effect of simulation on the confidence of university nursing students in applying cardiopulmonary assessment skills: A randomized controlled trial. J Nurs Res 2017;25:289-95. [CrossRef]
- Chen R, Grierson LE, Norman GR. Evaluating the impact of high-and low-fidelity instruction in the development of auscultation skills. Med Educ 2015;49:276-85. [CrossRef]
- Al-Ghareeb AZ, Cooper SJ, McKenna LG. Anxiety and clinical performance in simulated setting in undergraduate health professionals education: an ıntegrative review. Clinical Simulation in Nursing 2017;13:478-91. [CrossRef]
- Hengameh H, Afsaneh R, Morteza K, Hosein M, Marjan SM, Ebadi A. The effect of applying direct observation of procedural skills (dops) on nursing students’ clinical skills: a randomized clinical trial. Global Journal of Health Science 2015;7:17-21. [CrossRef]
- Reilly A, Spratt C. The perceptions of undergraduate student nurse of high-fidelity simulation-based learning: a case report from the University of Tasmania. Nurs Educ Today 2007; 27:542. [CrossRef]
- Sundler AJ, Pettersson A, Berglund M. Undergraduate nursing students’ experiences when examining nursing skills in clinical simulation laboratories with high-fidelity patient simulators: A phenomenological research study. Nurs Educ Today 2015;35:1257- 61. [CrossRef]
- Smith SJ, Roehrs CJ. High-fidelity simulation: factors correlated with nursing student satisfaction and self-confidence. Nurs Educ Perspect 2009;30:74-8.
- Garrett B, MacPhee M, Jackson C. High-fidelity patient simulation: considerations for effective learning. Nurs Educ Perspect 2010;31:309-13.
- Hoadley TA. Learning advanced cardiac life support: a comparison study of the effects of low-and high-fidelity simulation. Nurs Educ Perspect 2009;30:91-5.
- Cantrell MA, Meakim C, Cash K. Development and evaluation of three pediatric-based clinical simulation. Clinical Simulation in Nursing 2008;4:e21-e28. [CrossRef]
- Göriş S, Bilgi N, Bayındır SK. Hemşirelik eğitiminde simülasyon kullanımı. Düzce Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi 2014;1:25-9.
- Bingham AL, Sen S, Finn LA, Cawley MJ. Retention of advanced cardiac life support knowledge and skills following high-fidelity mannequin simulation training. Am J Pharm Educ 2015;79:12. [CrossRef]
- Nuzhat A, Salem RO, Al-Sehri FN, Al-Hamdan N. Role and challenges of simulation in undergraduate curriculum. Medical Teacher 2014;36:S69-S73. [CrossRef]
- Najjar, R., Lyman, B., Miehl, N. Nursing students’ experiences with high-fidelity simulation. International Journal of Nursing Education Scholarship 2015;12:1-9. [CrossRef]
- Cordeau, M.A. Linking the transition: A substantive theory of high-stakes clinical simulation. Advances in Nursing Science 2012;35:E90-E102. [CrossRef]
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Research Article |
| Authors | |
| Publication Date | March 1, 2020 |
| Published in Issue | Year 2020Issue: 1 |