Hilal Tuzer1, Leyla Dinc2, Melih Elcin3. 1. Yildirim Beyazit University, Faculty of Health Sciences, Department of Nursing, 06800 Ankara, Turkey. Electronic address: hilaldemircan@gmail.com. 2. Hacettepe University, Department of Fundamentals of Nursing, 06100 Ankara, Turkey. Electronic address: leylad@hacettepe.edu.tr. 3. Hacettepe University, Faculty of Medicine, Department of Medical Education and Informatics, 06100 Ankara, Turkey. Electronic address: melcin@hacettepe.edu.tr.
Abstract
BACKGROUND: Existing research literature indicates that the use of various simulation techniques in the training of physical examination skills develops students' cognitive and psychomotor abilities in a realistic learning environment while improving patient safety. OBJECTIVES: The study aimed to compare the effects of the use of a high-fidelity simulator and standardized patients on the knowledge and skills of students conducting thorax-lungs and cardiac examinations, and to explore the students' views and learning experiences. DESIGN: A mixed-method explanatory sequential design. SETTINGS: The study was conducted in the Simulation Laboratory of a Nursing School, the Training Center at the Faculty of Medicine, and in the inpatient clinics of the Education and Research Hospital. PARTICIPANTS: Fifty-two fourth-year nursing students. METHODS: Students were randomly assigned to Group I and Group II. The students in Group 1 attended the thorax-lungs and cardiac examination training using a high-fidelity simulator, while the students in Group 2 using standardized patients. After the training sessions, all students practiced their skills on real patients in the clinical setting under the supervision of the investigator. RESULTS:Knowledge and performance scores of all students increased following the simulation activities; however, the students that worked with standardized patients achieved significantly higher knowledge scores than those that worked with the high-fidelity simulator; however, there was no significant difference in performance scores between the groups. The mean performance scores of students on real patients were significantly higher compared to the post-simulation assessment scores (p<0.001). CONCLUSIONS: Results of this study revealed that use of standardized patients was more effective than the use of a high-fidelity simulator in increasing the knowledge scores of students on thorax-lungs and cardiac examinations; however, practice on real patients increased performance scores of all students without any significant difference in two groups.
RCT Entities:
BACKGROUND: Existing research literature indicates that the use of various simulation techniques in the training of physical examination skills develops students' cognitive and psychomotor abilities in a realistic learning environment while improving patient safety. OBJECTIVES: The study aimed to compare the effects of the use of a high-fidelity simulator and standardized patients on the knowledge and skills of students conducting thorax-lungs and cardiac examinations, and to explore the students' views and learning experiences. DESIGN: A mixed-method explanatory sequential design. SETTINGS: The study was conducted in the Simulation Laboratory of a Nursing School, the Training Center at the Faculty of Medicine, and in the inpatient clinics of the Education and Research Hospital. PARTICIPANTS: Fifty-two fourth-year nursing students. METHODS: Students were randomly assigned to Group I and Group II. The students in Group 1 attended the thorax-lungs and cardiac examination training using a high-fidelity simulator, while the students in Group 2 using standardized patients. After the training sessions, all students practiced their skills on real patients in the clinical setting under the supervision of the investigator. RESULTS: Knowledge and performance scores of all students increased following the simulation activities; however, the students that worked with standardized patients achieved significantly higher knowledge scores than those that worked with the high-fidelity simulator; however, there was no significant difference in performance scores between the groups. The mean performance scores of students on real patients were significantly higher compared to the post-simulation assessment scores (p<0.001). CONCLUSIONS: Results of this study revealed that use of standardized patients was more effective than the use of a high-fidelity simulator in increasing the knowledge scores of students on thorax-lungs and cardiac examinations; however, practice on real patients increased performance scores of all students without any significant difference in two groups.
Authors: Markus Krautter; Katja Diefenbacher; Jobst-Hendrik Schultz; Imad Maatouk; Anne Herrmann-Werner; Nadja Koehl-Hackert; Wolfgang Herzog; Christoph Nikendei Journal: PLoS One Date: 2017-07-10 Impact factor: 3.240
Authors: Ana Rosa Alconero-Camarero; Carmen María Sarabia-Cobo; María José Catalán-Piris; Silvia González-Gómez; José Rafael González-López Journal: Int J Environ Res Public Health Date: 2021-01-19 Impact factor: 3.390