Effects of Simulation-Based Learning on Knowledge, Ability to Perform Critical Care and Self-Efficacy Perceived in Providing Care for Patients with Critical Stroke Among Professional Nurses

Abstract

The purposes of this pre-experimental research (one-group pretest-posttest design) was to assess the effects of simulation-based learning for nurses on knowledge, the ability to perform critical care and the self-efficacy perceived in providing care for patients with critical stroke. All of eight nurses who worked at the emergency unit of Seka hospital participated in this study. Two research tools were utilized; 1) experimental tool was a simulation of critical stroke patients and 2) collecting data tool including personal questionnaires, knowledge test, ability assessment and self-efficacy perceived in providing care for patients with critical stroke. Content validity was checked by 3 experts and was at 0.92. The reliability through Cronbach’s alpha coefficient of knowledge test, ability assessment and self-efficacy perceived questionnaires were at 0.82, 0.78 and 0.87. The data was analyzed utilizing descriptive statistics and paired T-tests.

The results indicated that after the nurses were educated through the simulation-based learning class, they had a higher mean score for knowledge (𝑋̅=11.87±0.35) than before (𝑋̅=8.50±1.41), a higher mean score for ability to perform critical care (X ̅=120±0.00) compare to before (𝑋̅=100.00±10.00) and mean score for all the self - efficacy perceived in providing critical care was higher (𝑋̅=4.62±0.09) than before (𝑋=3.95± 0.15) which statistically significant at the 0.05 level all items.

Based on the results of the study, related personnels could use the research findings as a guideline to develop a nurses' competency and confidence education directed at caring for critical stroke patients and evaluate their competency as well as possible applications for using simulations for other critical diseases.