Abstract
IntroductionAs part of their initial training, advanced practice nurses (APN) and medical students (MS) benefit from distinct trainings in specific technical procedures. However, some of these technical procedures may be the same between. Implementing a shared training through simulation might hold significant potential. The aim of this research was to compare the learning impact of a shared simulation-based training for plaster and suture procedures among APN students compared to MS. MethodsThis research is a quantitative study with qualitative components. Procedural simulation training, preceded by e-learning including theoretical contributions on sutures and plasters, was systematically conducted to enhance the proficiency of wound suturing (individual stitches consisting of three loops) and plastering skills (below knee cast) among both groups of students. These students were selected through a convenience sampling. Different questionnaires and evaluation checklists were used to compare parameters between these groups. Individual semi-structured interviews were conducted for a comprehensive understanding of the participants' experiences. ResultsThis study included a total of nine APNs and 13 MS. At the end of the plaster and sutures training, APN and MS showed no significant differences in performance (p-value = .30-.08), satisfaction (p-value = .52-.33), knowledge (p-value = .09-.28) or self-confidence (p-value = .16-.97). ConclusionsThis study reveals similar learning for technical procedures studied between MS and APN, underscoring the importance of developing interdisciplinary training courses. This study highlights the collaborative effectiveness of e-learning and procedural simulation in advancing the technical skills of both APN and medical students.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
