SavedAdd your journal

Journals / Research on Education and Psychology / 2017 / Cilt: 1 - Sayı: 1

The Use of Simulation in Nursing Education: The Example of Myocardial Infarction

Aliye ÇAYIR
Fatma ÖZKAL
Pages
38–46
Publication Date
2017-12-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The mean of the academic success test scores of the students was found to be 44.22 before the simulation while it was found to be 63.77 after the simulation on the scale of 100.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study was conducted to analyze the effect of simulation on student success in teaching of nursing care in myocardial infarction which is given within the scope of the internal medicine nursing course.
📊
Key Findings & Data:In the case of myocardial infarction, the 100-point academic achievement test was applied before the simulation application based on the nursing care scenario.
💡
Conclusion & Impact:The mean of the academic success test scores of the students was found to be 44.22 before the simulation while it was found to be 63.77 after the simulation on the scale of 100.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Simulation  Nursing Education  Student Success

Abstract

This study was conducted to analyze the effect of simulation on student success in teaching of nursing care in myocardial infarction which is given within the scope of the internal medicine nursing course. In the case of myocardial infarction, the 100-point academic achievement test was applied before the simulation application based on the nursing care scenario. The same achievement test was applied again after the simulation application. Frequency, percentage, chi-square, t-test (Paired Samples t test) were used in the evaluation of the data. The level of significance was accepted as 0.05. The mean of the academic success test scores of the students was found to be 44.22 before the simulation while it was found to be 63.77 after the simulation on the scale of 100. This difference was statistically significant (p<0.05). The creation of the environments which are close to real environment and the learning it by the students by experience are thought to increase the permanence of the education

🔖

Cite This Article

ÇAYIR, A., ÖZKAL, F. (2017). The Use of Simulation in Nursing Education: The Example of Myocardial Infarction. Research on Education and Psychology, Cilt: 1 - Sayı: 1, 38–46. https://ajindex.com/articles/797303

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (10)

  1. American Association of Colleges of Nursing (AACN). (2005) Faculty shortages in baccalaureate and graduate nursing programs: scope of the problem and strategies for expanding the supply. Retreived from http://labor.idaho.gov/ publications/nursing/Supporting_Research.pdf Alinier G. (2007). A typology of educationally focused medical simulation tools. Medical Teacher, 29, 243–250.
  2. Becker, K. L., Rose, L. E., Berg, J. B., Park, H., & Shatzer, J. H. (2006). The teaching effectiveness of standardized patients. Journal of Nursing Education, 45(4), 103-111.
  3. Boztepe, H., & Terzioğlu, F. (2013). Hemşirelik eğitiminde beceri değerlendirme. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi,16(1), 57-64.
  4. Bremner, M. N., Aduddell, K., Bennett, D. N., & VanGeest, J. B. (2006). The use of human patient simulators: Best practices with novice nursing students. Nurse Educator, 31(4), 170-174.
  5. Cantrell, M. A. (2008). The importance of debriefing in clinical simulations. Clinical Simulation in Nursing, 4(2), 19-23. Chronister C., & Brown D., (2012). Comparison of simulation debriefing methods. Clinical Simulation in Nursing, 8, 281-288.
  6. Durmaz Edeer, A., & Sarikaya, A. (2015). Hemşirelik eğitiminde simülasyon kullanımı ve simülasyon tipleri [The use of simulation and types of simulation in nursing education]. Hemşirelikte Eğitim ve Araştırma Dergisi [Education and Research Journal in Nursing], 12(2), 121-125.
  7. Ebbert, D. H., & Connors, H. (2004). Standardized patient experiences: Evaluation of clinical performance and nurse practitioner student satisfaction. Nurse Education Perspective, 25(1), 12-15.
  8. Gürol, A., Akpınar-Balcı, R., Ejder-Apay, & S.(2016). Simulasyon uygulamalarının öğrencilerin beceri düzeylerine etkisi [Effect of simulation applications on skill levels of students]. Kocatepe Medical Journal [Kocatepe Medical Journal], 17, 99-104.
  9. Hakverdioğlu-Yönt, G., Zehirlioğlu, L., Akın-Korhan, E., & Çevik, K. (2015). Hastaların öğrenci hemşirelerin uygulamasını kabul ettikleri hemşirelik girişimlerinin belirlenmesi [Determination of nursing interventions in which patients accept the application of student nurses]. Uluslararasi Hakemli Hemşirelik Araştirmalari Dergisi [International Journal of Nursing Studies], 5, 34-45.
  10. Hope, A., Garside J., & Prescott, S. (2011). Rethinking theory and practice: Pre-registration student nurses experiences of simulation teaching and learning in the acquisition of clinical skills in preparation for practice. Nurse Education Today, 31, 711–715.