The Timing of Simulation-Based Scenario Implementation in Patient Safety Education: The Example of the Operating Room

Abstract

BackgroundSimulation-based experiences (SBEs) are accepted as an effective strategy for learning about patient safety in operating rooms, which are known as high-risk working environments. In implementing SBEs, there is a need to investigate when students prefer simulation and when it is effective for students' success. MethodsA total of 56 students were included in the study, which was designed as a quasiexperimental study. The data were collected through the Theoretical Knowledge Test, Skills Assessment Form, Student Satisfaction and Self-Confidence in Learning Scale, Simulation Design Scale, and Educational Applications Questionnaire forms. ResultsAlthough there were no differences found between students' satisfaction, self-confidence, and education practices, there was a remarkable decrease in the Simulation Design Scale responses of the students in the group who applied the SBE after clinical practice compared with those of the group who applied the SBE before clinical practice, and there was a statistically significant difference in the support subdimension. ConclusionThe results of this study show that scenario implementation during education about patient safety in the operating room is more effective if performed before clinical application.