AI Summary & Key Takeaways
AI InsightHowever, it was found that both simulation modalities did not make a difference in terms of students’ knowledge level.
📌 3 Key Takeaways
Abstract
Aim:This study was conducted to evaluate the effect of two differentsimulationmodalitiesusedinenvironmentalsafety teachingforstrokepatientsonself-confidence,satisfaction, knowledge scores and stress perception in nursing students.MaterialandMethods: Thestudydesignwasrandomized controlled, pre-post-test, mixed-method design. Sixty-two students participated in the study. The students practicing with mannequin formedthecontrolgroupandthosepracticingwiththe standardized patient formed theexperimental group (mannequin group: n=31 and standardized patient group: n=31).Results: Satisfaction and self-confidence scores of the students in standardized patient group were higher than the mannequin group and the difference was statistically significant (p=0.01; p=0.04). No significant difference was found between pre-test and post-test scores between the two groups in terms of knowledge levels (p> 0.05).However,in-groupcomparison,therewas asignificant difference between the pre and post-test scores of the students in the mannequin group. Stress perceptions of the students were analyzed under two main themes: sources of stress and stress management.Conclusions: Standardizedpatientsimulationincreasesthe satisfaction and self-confidence ofthe students. However, it was found that both simulation modalities did not make a difference in terms of students’ knowledge level. It was determined that usage of simulation in environmental safety teaching for stroke patients was found to cause stressin students, but being well organized was effective in stressmanagement.