Design and Implementation Of Blended Learning Approach For Simulation Education Among Undergraduate Nursing Students

Miran Eom Et.Al

doi:10.17762/turcomat.v12i6.2087

Abstract

The importance of undergraduate nursing education has never been higher due to the aging population and complexity of patients. The blended simulation combined two and more educational methods and is an effective strategy in nursing education. This study was to evaluate the effectiveness of blended simulation using standardized patients and patients simulation. Using a convenience sampling, a quasi-experimental study was conducted. Forty undergraduate nursing students enrolled and were allocated into the experimental group (n=20) or the control group (n=20). CPX (clinical performance examination) was used to evaluate physical assessment skills. Self-reporting questionnaires were used for communication skill and learning satisfaction. χ2-test/Fisher’s exact test and Mann-Whitney U test were conducted for statistical analysis. After completing the educational program, there were statistically significant higher levels of physical assessment and communication skills in the blended simulation group (p<.001) compared with the control group. Regarding learning satisfaction, there were also statistically significant differences with higher level of satisfaction among students in blended simulation group (p=.002). This blended simulation has high potential to successfully achieve learning outcomes in undergraduate nursing education. Providing students diverse educational methods ensures an optimal learning experience.

Highlights

Due to the dramatic growth in population aging, patients’ acuity and complexity has never been higher such that physical assessment is recognized as a core nursing skill to ensure patient safety and quality nursing care in nursing education (Buist & Stevens, 2013)
In this study, a quasi-experimental design was used to identify the effectiveness of blended simulation using contents of respiratory system assessment
In addition to lecture for knowledge acquisition, patient simulator and standardized patients (SPs) were used to link theory and clinical practice during the simulation

Summary

Introduction

Due to the dramatic growth in population aging, patients’ acuity and complexity has never been higher such that physical assessment is recognized as a core nursing skill to ensure patient safety and quality nursing care in nursing education (Buist & Stevens, 2013). Welldeveloped scenarios based on clinical situations establish learning environment for nursing students where they are given opportunity to practice diverse skills, clinical and non-clinical skills, from communication to intricate nursing skills This simulation-based learning has been applied to nursing education such that its effectiveness is well established in achieving high levels of nursing competency. As students progress through their school curriculum, their skill evolves in stages and blended simulation can reconstruct these modalities according to students’ progress This comprise an essential element of learner-centered education which could result in beneficial effects in acquisition of theoretical knowledge and nursing skills (Ellis DM., 2016); rigorous efforts are necessary to seek diverse educational modalities, which lead to effective blended simulation in nursing curriculum. The purpose of this study was to examine the effects of blended simulation on undergraduate nursing education

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