Effects of a Simulation Learning Program on Knowledge and Skills of Registered Nurses in Reporting Signs of Patient Deterioration

Abstract

Communication skills in reporting to physicians are critical for nurses and have a direct impact on patient safety, especially in critical situations. This quasi-experimental study aimed to evaluate the effects of a simulation-based learning program on the knowledge and skills of registered nurses in reporting patient deterioration. The participants consisted of 30 registered nurses, divided into an experimental group (15 participants) and a control group (15 participants). The research instruments included 1) a simulation-based learning program and 2) tools for data collection, including a general information questionnaire, a knowledge assessment form, and an observation checklist for reporting skills using the ISBAR technique. The knowledge assessment tool demonstrated good content validity (CVI = 0.96) and reliability (Kuder-Richardson 21 = 0.75). The observation checklist showed moderate inter-rater reliability (Cohen’s kappa = 0.66, p = .005). Data were analyzed using paired t-tests and independent t-tests.

The results showed that, after the simulation-based learning program, the experimental group had significantly higher post-test knowledge mean scores (M = 13.33, SD = 1.76) compared to their own pre-test mean scores (M = 9.53, SD = 2.45) (t = 4.90, p < .001) and those of the control group (M = 10.60, SD = 1.76) (t = 4.2, p < .001). In terms of skills, the experimental group achieved significantly higher ISBAR reporting mean scores (M = 19.20, SD = 1.37) than the control group (M = 16.6, SD = 4.46) (t = 2.154, p < .05).

The study indicates that the simulation-based learning program effectively enhances the knowledge and skills of registered nurses in reporting patient deterioration using the ISBAR technique. Continuous learning should be integrated into nursing personnel development policies in hospitals.