Effects of a Simulation-Based Learning on Knowledge and Self-Confidence in Nursing Practice for Patients with Acute Coronary Syndrome at Emergency Department Among Nursing Students
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Abstract
Objective: To examine the effects of simulation-based learning on knowledge and self-confidence in nursing practice for patients with acute coronary syndrome (ACS) at the emergency department (ED) among the third-year nursing students. Methods: The quasi-experimental study with one group pretest-posttest design was conducted. Participants were 52 nursing students who received simulation-based learning in nursing practice for patients with ACS at the ED. Data were collected during May - June 2022. The simulation-based learning was developed under Kolb’s experiential learning theory and Jeffries’ the nursing education simulation framework, consisting of 5 steps of learning activities: (1) self-studying on the nursing practice for patients with ACS at the ED and record of the electrocardiogram before participating in the simulation-based learning, (2) participating in a session of the summarization of knowledge and core contents related to nursing practice for patients with ACS at the ED, (3) practicing on the electrocardiography record, (4) nursing practice for the patients with ACS using the simulation-based learning for 60 minutes, and (5) debriefing and reflection for 30 minutes. The content validity index of the simulation-based learning yielded .95. Data collection tools included (1) Knowledge measurement in nursing practice for patients with ACS at the ED, with a content validity index of .89 and an internal consistency (KR-20) of .78 (2) Questionnaire on self-confidence in nursing practice for patients with ACS at the ED, with a content validity index of .92, and a reliability value of .88. Results: The results showed that the mean scores of the ACS nursing knowledge, and self-confidence in nursing practice for patients with ACS at the ED after receiving the simulation-based learning program were significantly higher than the baseline scores (p < .01). Conclusion: The simulation-based learning in nursing practice for patients with ACS at the ED could help to improve students’ knowledge and self-confidence in nursing practice for patients with ACS in actual situations.
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