Development of an Instructional Model based-on Simulation-Based Learning in Nursing Care of Persons with Health Problems
Keywords:
Development of an Instructional Model based-on Simulation-Based Learning, Satisfaction, Self-confidenceAbstract
The purpose of this research was to develop an instructional model based-on simulation-based learning in the nursing care of persons with health problems. 125 nursing students had been purposively selected and divided into two groups, 63 participants were the control group, and 62 participants were intervention group. The instruments were the instructional handout for 5 scenarios, the knowledge test, and questionnaire for the student satisfaction and self-confidence in learning scale. The demographic data were analyzed by using descriptive statistics and t-test was using for comparing knowledge, satisfaction, and self-confidence.
The results showed that 1) the instructional model based-on simulation-based learning in nursing care of persons with health problems comprised of three phases including pre-briefing phase, simulated clinical experiment (SCE) phase, and debriefing phase, 2) the mean score of knowledge was not different between control group and intervention group, but the mean score of the student satisfaction and self-confidence in learning scale in intervention group were significantly higher than control group at 95 percent confident interval. Focus group discussion and in-depth interview showed that nursing students, at the beginning, felt “under pressure, fear, and worries, get opportunities, better recall, want to do more, often, and variance of the situations” but satisfied and felt happy with the learning and testing with simulation based learning process.
References
2. Kunaviktikul, F. Teaching and learning in the discipline of nursing in the 21st century. Nursing Journal, 2015;42(2): 52-156. (in Thai)
3. Reflection: The creative thinking process with 3 baskets. (2nd edition) Bangkok: Dennex International Corporation Limited.
4. Hovancsek M, Jeffries PR, Escudero E, Foulds BJ, Husebo SE, Iwamoto Y, et al. Creating simulation communities of practice: an international perspective. Nursing education perspectives. 2009;30(2):121-5.
5. Waxman KT. The development of evidence-based clinical simulation scenarios: guidelines for nurse educators. The Journal of nursing education. 2010;49(1):29-35.
6. Gates MG, Parr MB, Hughen JE. Enhancing nursing knowledge using high-fidelity simulation. The Journal of nursing education. 2012;51(1):9-15.
7. Liaw SY, Scherpbier A, Rethans JJ, Klainin-Yobas P. Assessment for simulation learning outcomes: a comparison of knowledge and self-reported confidence with observed clinical performance. Nurse Educ Today. 2012;32(6): e35-9.
8. Piscotty R, Grobbel C, Tzeng H-M. Integrating Quality and Safety Competencies into Undergraduate Nursing Using Student-Designed Simulation. 2011; 429-36 p.
9. Shinnick MA, Woo M, Evangelista LS. Predictors of knowledge gains using simulation in the education of prelicensure nursing students. Journal of professional nursing: official journal of the American Association of Colleges of Nursing. 2012;28(1):41-7.
10. Yuan HB, Williams BA, Fang JB, Pang D. Chinese baccalaureate nursing students' readiness for self-directed learning. Nurse Educ Today. 2012;32(4):427-31.
11. Parker RA, McNeill JA, Pelayo LW, Goei KA, Howard J, Gunter MD. Pediatric clinical simulation: a pilot project. The Journal of nursing education. 2011;50(2):105-11.
12. Shepherd C, McCunnis M, Brown L, Hair M. Investigating the use of simulation as a teaching strategy. Nurs Stand, 2010. 24(35):42-8.
13. Partin JL, Payne TA, Slemmons MF. Students' perceptions of their learning experiences using high-fidelity simulation to teach concepts relative to obstetrics. Nursing education perspectives. 2011;32(3):186-8.
14. Reese, C.E., Jeffries, P.R., & Engum, S.A. Learning together: Using simulations to develop nursing and medical student collaboration. Nursing education perspectives, 2010;31 1: 33-7.
15. Liaw SY, Scherpbier A, Rethans JJ, Klainin-Yobas P. Assessment for simulation learning outcomes: a comparison of knowledge and self-reported confidence with observed clinical performance. Nurse Educ Today. 2012;32(6): e35-9.
16. Blum, C., Borgland, S. & Parcells, D. High-fidelity nursing simulation: Impact on student self-confidence and clinical competence International Journal of Nursing Scholarship, 2010; 7 (1).
17. Kolb, D.A., Boyatizis, R.E., & Mainemelis, C. Experiential Learning Theory: Previous Research and New Directions; 1999
18. Jeffries, P. R., & Rogers, K. J. Theoretical framework for simulation design; 2012.
19. Hall, Bronwyn H. “R&D, Productivity and Market Value” Annales d’Economie et de la Statistique, forthcoming, [Internet] 2006. [cited 2019 Jan 18]; Available from: http://www.econ.berkeley.edu/ ~bhhall/bhpapers.html.
20. Cohen WM, Levin RC. Empirical studies of innovation and market structure. In: Schmalensee R, Willig R, editors. Handbook of Industrial Organization. 2: Elsevier; 1989. p. 1059-107.
21. Kolb, D.A. Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice-Hall, Inc. Englewood Cliffs; 1984.
22. Kolb, A. & Kolb, D. A. The Kolb Learning Style Inventory – version 3.1 2005 Technical Specifications, [Internet]. 2005[cited 2019 Jan 18]; Available from: http://www.learningfrom experience.com.
23. Sinthuchai, S. & Ubolwan, K. Fidelity Simulation-Based Learning: Implementation to Learning and Teaching Management, Journal of The Royal Thai Army Nurses, 2017, 18(1). (in Thai)
24. Jutharasaka, M. & Jutharasaka, A. 2016. Reflection: The creative thinking process with 3 baskets. (2nd ed.) Bangkok: Dennex International Corporation Limited. (in Thai)
