O13 The use of ‘simulation ward’ teaching model to promote undergraduate nursing students’ clinical competence

Abstract

Introduction Integrating simulation-based education in undergraduate nursing curriculum is more common nowadays, as many studies documented simulation-based education can increase students’ clinical competence, critical thinking1 and confidence.2 The common mode of simulation-based teaching is one simulator to a group of students. In fact, in reality, one nurse has to take care of more than one patient within a shift duty, a single simulator to a group of nursing students is not sufficient to enhance their competence and less realism for engaging students to learn from a simulation environment. To make a simulation activity as real as possible, an innovative project is designed by using a ‘Simulation Ward’ model. This project focused on promoting students’ case management ability, prioritise the nursing actions, team work and communication skills. The use of mixed simulation model aimed to provide an environment for students to immerse in a ward setting environment. Methods It was a longitudinal study with convenience sampling. Year IV undergraduate nursing students recruited for this project were required to participate in the ‘Simulation Ward’ activity for three to six sessions, depending on their availability. In each session, three nursing students were required to provide nursing care to the mixed human simulators which included two high-fidelity and one mid-fidelity simulators, and a standardize patient. After a session, two teachers independently assessed students’ clinical competence by using the six domains QSEN Competency Checklist. Results Thirty-five Year IV nursing students participated in the study. Mixed-model for repeated measures has been used to analysis the data. Students had significant improvement in clinical competence in the domains of knowledge, skills and attitude (KSA) elements. The pairwise mean difference of knowledge, skills and attitudes were 1.33 (p Discussion and Conclusion This study suggested that the ‘simulation ward’ teaching model could enhance nursing students’ clinical competence. Students had significant improvement in knowledge, skills and attitudes after participating in three to six simulation sessions. They could apply the knowledge that they learnt to mixed simulators. Furthermore, the teachers had overcome the challenges in conducing the activity in a simulated ward environment. The challenges mainly related to designing the timeline for allowing the events of each simulator to happen, adding in risk alerts, integrating standardised patients in each session and some unpredictable technology issues. Despite the challenges, it was a fruitful experience for teachers in designing and conducting other simulation ward activities in future. References Park HR, Park JW, Kim CJ, & Song JE. Development and validation of simulation teaching strategies ina n integrated nursing practicum. Collegian 2017:24:479–486. Zapko KA, Ferranto ML, Blasiman R & Shelestak D. Evaluating best educational practices, student satisfaction, and self confidence in simulation: A descriptive study. Nurse Education Today 2018;60:28–44.