Hatice AYHAN, Fatma İlknur ÇINAR, Sibel YILMAZ ŞAHİN, Ayla DEMİRTAŞ, Yasemin ÖZKAN, Emel KÜLEKÇİ, Özgü BAKÇEK, Rumeysa ÖZÇELİK, Gülfaden AKKOÇ, Serpil ATEŞ, Emine İYİGÜN

Cerrahi ve İç Hastalıkları Hemşireliği Eğitimi Kapsamında Yürütülen Simülasyon Uygulamalarına Yönelik Öğrenci Görüşlerinin Değerlendirilmesi

Giriş: Hemşirelik eğitiminde simülasyon kullanımının amacı, klinik gerçekliği taklit ederek ve öğrenciyi aktif kılarak öğrenim sürecini kolaylaştırmaktır. Simülasyon, psikomotor becerinin yanı sıra, kognitif becerilerin kullanılmasına ve geliştirilmesine de katkıda bulunmaktadır. Ülkemizde Cerrahi ve İç Hastalıkları Hemşireliği alanında simülasyon kullanımının sonuçlarını inceleyen sınırlı sayıda çalışma bulunmaktadır.Amaç: Araştırma, Cerrahi ve İç Hastalıkları Hemşireliği dersi kapsamında yürütülen simülasyon uygulamalarına ilişkin öğrencilerin görüşlerini ve öğrenme sürecine ilişkin memnuniyet/özgüven düzeylerini incelemek amacıyla gerçekleştirildi.Yöntem: Retrospektif ve tanımlayıcı nitelikteki bu çalışma, Ankara’da bir hemşirelik fakültesinde 2018-2019 Eğitim-Öğretim yılında öğrenim gören, toplam 115 ikinci sınıf öğrencisiyle yürütüldü. Öğrenciler beşer kişilik gruplara ayrıldı ve her grup 10 farklı simülasyon uygulamasına katıldı. Verilerin toplanmasında Simülasyon Tasarım Ölçeği ve Öğrenmede Öğrenci Memnuniyeti ve Özgüven Ölçeği kullanıldı. Bulgular: Öğrencilerin uygulanan simülasyonun tasarımı hakkındaki görüşleri incelendiğinde; Simülasyon Tasarım Özelliklerinin Uygunluğu (4,53 ± 0,47) ve Simülasyon Tasarım Özelliklerinin Öğrenciye Göre Önemi’ne (4,67 ± 0,41) ilişkin toplam puan ortalamalarının oldukça yüksek olduğu bulundu. Öğrencilerin simülasyon uygulamalarına ilişkin öğrenmede memnuniyet ve özgüven puan ortalamalarının da yüksek olduğu değerlendirildi. Simülasyon Tasarım Ölçeği ile Öğrenmede Öğrenci Memnuniyeti ve Özgüven Ölçeği arasında da pozitif yönde anlamlı bir ilişki olduğu (r=0,717, p<0,001; r=0,747, p<0,001) saptandı. Sonuç: Öğrencilerin Cerrahi ve İç Hastalıkları Hemşireliği dersi kapsamında yürütülen simülasyon uygulamalarından çok memnun olduğu ve uygulamanın bu konuya ilişkin özgüvenlerini artırdığı görüldü. Bu dersler kapsamında, özellikle klinik uygulama öncesi öğrencilerin hem psikomotor becerilerini hem de kognitif becerilerini kullanmalarına ve geliştirmelerine olanak tanıyacak, çeşitli senaryolarla zenginleştirilmiş simülasyon uygulamalarına yer verilmesi yararlı olacaktır.

Anahtar Kelimeler:

Hemşirelik eğitimi, memnuniyet, özgüven, simülasyon

Evaluation of the Students Opinion on Simulation Practices of Medical and Surgical Nursing Courses

Introduction: Simulation in nursing education is used to simplify the learning process by imitating clinical reality and making students more active. In addition to psychomotor skills, simulation also contributes developing and using cognitive skills. In Turkey, there are limited studies examining the simulation practices in Medical and Surgical Nursing.Aim: The aim of this course is to examine the views of students about the simulation practicescarried out within the scope of Medical and Surgical Nursing course and their satisfaction/ confidence levels about the learning process. Methods: This retrospective and descriptive study was carried out on 2018-2019 academic year with 115 undergraduate nursing students. The students were divided into groups of five people each that participated in 10 different simulation practices. The Simulation Design Scale and the Student Satisfaction and Self Confidence in Learning Scale were used.Results: It was found that the total mean scores of the Suitability of Simulation Design Features (4.53 ± 0.47) and The Importance of Simulation Design Features (4.67 ± 0.41) were quite high. It was also evaluated that student’s satisfaction and self-confidence in learning mean scores were high. There was also a positive correlation between the Simulation Design Scale and the Student Satisfaction and Self Confidence in Learning Scale.Conclusion: It was determined that students were very satisfied with the simulation practices and their self-confidence increased. Within the scope of these courses, it will be useful to integrate simulation practices enriched with various scenarios, which will allow students to use and develop both psychomotor and cognitive skills, especially before clinical practice.

Keywords:

nursing education, satisfaction, self-confidence, simulation,

PDF

___

Abu Salah, A., Aljerjawy, M. & Salama, A. (2018). Gap between Theory and Practice in the Nursing Education: the Role of Clinical Setting. JOJ Nurse Health Care. 7(2), 01-06.
Adamson, K. (2015). A systematic review of the literature related to the NLN/Jeffries simulation framework. Nursing Education Perspectives, 36(5), 281-291.
Aebersold, M. (2018). Simulation-based learning: No longer a novelty in undergraduate education. OJIN: The Online Journal of Issues in Nursing, 23(2).
Ahmed, M.A. & Mohamed, S.M. (2016) Sim-Lab Versus Traditional Lab Training On Maternity Nursing Students' Satisfaction & Self-Confidence . IOSR Journal of Nursing and Health Science 5(2), 108-115.
Ahn, H., & Kim, H. Y. (2015). Implementation and outcome evaluation of high-fidelity simulation scenarios to integrate cognitive and psychomotor skills for Korean nursing students. Nurse education today, 35(5), 706-711.
Ayed, A., & Khalaf, I. (2018). The Outcomes of Integrating High Fidelity Simulation in Nursing Education: An Integrative Review. Open Journal of Nursing, 8(05), 292.
Baptista, R. C., Paiva, L. A., Goncalves, R. F., Oliveira, L. M., Maria de Fátima, C. R., & Martins, J. C. (2016). Satisfaction and gains perceived by nursing students with medium and high-fidelity simulation: A randomized controlled trial. Nurse education today, 46, 127-132.
Başara, B.B., Çağlar, I.S., Aygün, A. ve ark. (2018). T.C. Sağlık Bakanlığı Sağlık İstatistikleri Yıllığı 2017. Sağlık Bilgi Sistemleri Genel Müdürlüğü, Sağlık Bakanlığı, Ankara, Kuban Matbaacılık Yayıncılık, 165-167.
Chong, M. C. (2009). Is reflective practice a useful task for student nurses?. Asian Nursing Research, 3(3), 111-120.
Cobbett, S., & Snelgrove-Clarke, E. (2016). Virtual versus face-to-face clinical simulation in relation to student knowledge, anxiety, and self-confidence in maternal-newborn nursing: A randomized controlled trial. Nurse Education Today, 45, 179-184.
Çayır, A., & Özkal, F. (2017). The use of simulation in nursing education: The example of myocardial infarction. Research on Education and Psychology, 1(1), 38-46.
Durmaz, A., Dicle, A., Cakan, E., & Cakir, S. (2012). Effect of screen-based computer simulation on knowledge and skill in nursing students’ learning of preoperative and postoperative care management: A randomized controlled study. CIN: Computers, Informatics, Nursing, 30(4), 196-203.
Edeer, A. D., & Sarikaya, A. (2015). The use of simulation in nursing education and simulation types/Hemsirelik egitiminde simulasyon kullanimi ve simulasyon tipleri. Journal of Education and Research in Nursing, 12(2), 121-126.
Erdil, F., Başer, M., Kaya, N. ve ark. (2014). Hemşirelik Ulusal Çekirdek Eğitim Programı (HUÇEP). Erişim Tarihi: 15.02.2019. http://www.hemed.org.tr/images/stories/hucep-2014-pdf.pdf
Hakim, A. (2013) Nursing students’ satisfaction International Journal of Nursing 2(2), 1-7.
ICN (2002) Definition of Nursing. Erişim: https://www.icn.ch/who-we-are/icn-definition-of-nursing/.
Jeffries, P. R., & Rizzolo, M. A. (2006). Designing and implementing models for the innovative use of using simulation to teach nursing care of Ill adults and children: A national, multi-site, multi-method study. New York, NY: National League for Nursing.
Kang, K. A., Kim, S., Kim, S. J., Oh, J., & Lee, M. (2015). Comparison of knowledge, confidence in skill performance (CSP) and satisfaction in problem-based learning (PBL) and simulation with PBL educational modalities in caring for children with bronchiolitis. Nurse education today, 35(2), 315-321.
Karadag, M., Çalışkan, N., & Iseri, O. (2016). Effects of case studies and simulated patients on students' nursing care plan. International journal of nursing knowledge, 27(2), 87-94.
Karadağ, G., Kılıç, S. P., Ovayolu, N., Ovayolu, Ö., & Kayaaslan, H. (2013). Öğrenci Hemşirelerin Klinik Uygulamada Karşılaştıkları Güçlükler ve Klinik Hemşireler Hakkındaki Görüşleri. TAF Preventive Medicine Bulletin, 12(6), 665-672.
Karaöz, S. (2013). Hemşirelik eğitiminde klinik değerlendirmeye genel bakış: Güçlükler ve öneriler.
Ko, E., & Kim, H. Y. (2014). Effects of multi-mode simulation learning on nursing students' critical thinking disposition, problem solving process, and clinical competence. Korean Journal of Adult Nursing, 26(1), 107-116.
La Cerra, C., Dante, A., Caponnetto, V., Franconi, I., Gaxhja, E., Petrucci, C., ... & Lancia, L. (2019). Effects of high-fidelity simulation based on life-threatening clinical condition scenarios on learning outcomes of undergraduate and postgraduate nursing students: a systematic review and meta-analysis. BMJ open, 9(2), e025306.
Lavoie, P., & Clarke, S. P. (2017). Simulation in nursing education. Nursing management, 48(2), 16-17.
Lee, M. N., Kang, K. A., Park, S. J., & Kim, S. J. (2017). Effects of pre‐education combined with a simulation for caring for children with croup on senior nursing students. Nursing & health sciences, 19(2), 264-272.
Liaw, S. Y., Scherpbier, A., Rethans, J. J. et al. (2012). Assessment for simulation learning outcomes: a comparison of knowledge and self-reported confidence with observed clinical performance. Nurse education today, 32(6), e35-e39.
Martins, C.J.A., Baptista, R.C.N., Coutinho V.R.D., Fernandes M.I.D. & Fernandes A.M. (2018). Simulation in Nursing and Midwifery education, WHO Regional Office for Europe. Erişim Tarihi: 10.03.2019. http://www.euro.who.int/__data/assets/pdf_file/0011/383807/snme-report-eng.pdf?ua=1
National Council of State Boards of Nursing (NCSBN) (2005). Clinical instruction in prelicensure nursing programs. Erişim Tarihi: 18.02.2019. https://www.ncsbn.org/Final_Clinical_Instr_Pre_Nsg_programs.pdf
Omer, T. (2016). Nursing Students' Perceptions of Satisfaction and Self-Confidence with Clinical Simulation Experience. Journal of Education and Practice, 7(5), 131-138.
Oner Altiok, H., & Ustun, B. (2013). The Stress Sources of Nursing Students. Educational Sciences: Theory and Practice, 13(2), 760-766.
Sarı, D., & Erdem, H. (2017). The use of high fidelity simulation in nursing education: A literature review Hemşirelik eğitiminde yüksek gerçekli simülasyon kullanimi: Literatür incelemesi. Journal of Human Sciences, 14(4), 3690-3707.
Sarı, H. Y., Öztornacı, B. Ö., Akgül, E. A., Karakul, A., Doğan, Z., & Doğan, P. (2018). The Results of Simulation Training in Pediatric Nursing Students’ Education, 5(4), 194-200.
Sarmasoğlu, Ş., Dinç, L., & Elçin, M. (2016). Hemşirelik öğrencilerinin klinik beceri eğitimlerinde kullanılan standart hasta ve maketlere ilişkin görüşleri. Koç Üniversitesi Hemşirelikte Eğitim ve Araştırma Dergisi (HEAD), 13(2), 107-115.
Shin, S., Park, J. H., & Kim, J. H. (2015). Effectiveness of patient simulation in nursing education: meta-analysis. Nurse education today, 35(1), 176-182.
Silva, J. L. G., & Oliveira-Kumakura, A. R. D. S. (2018). Clinical simulation to teach nursing care for wounded patients. Revista brasileira de enfermagem, 71, 1785-1790.
Smith, S. J., & Roehrs, C. J. (2009). High-fidelity simulation: Factors correlated with nursing student satisfaction and self-confidence. Nursing Education Perspectives, 30(2), 74-78.
Şendir, M., & Doğan, P. (2015). Hemşirelik eğitiminde simülasyonun kullanımı: sistematik inceleme. Florence Nightingale Hemşirelik Dergisi, 23(1), 49-56.
Takahashi, K. and Miura, N. (2017). Simulation-Based Learning in Undergraduate Nursing Education in Japan: A review of the literature eTELEMED 2017 : The Ninth International Conference on eHealth, Telemedicine, and Social Medicine. ISBN: 978-1-61208-540-1
Tamaki, T., Inumaru, A., Yokoi, Y., Fujii, M., Tomita, M., Inoue, Y., ... & Tsujikawa, M. (2019). The effectiveness of end-of-life care simulation in undergraduate nursing education: A randomized controlled trial. Nurse education today, 76, 1-7.
Tosterud, R., Hedelin, B., & Hall-Lord, M. L. (2013). Nursing students' perceptions of high-and low-fidelity simulation used as learning methods. Nurse education in practice, 13(4), 262-270.
Tüzer, H., Dinç, L., & Elçin, M. (2017). Hemşirelik Lisans Eğitimi Simülasyon Uygulamalarında Çözümleme Sürecinin Önemi. Turkiye Klinikleri Journal of Pediatric Nursing-Special Topics, 3(1), 23-27.
Unver, V., Basak, T., Watts, P., Gaioso, V., Moss, J., Tastan, S., ... & Tosun, N. (2017). The reliability and validity of three questionnaires: the student satisfaction and self-confidence in learning scale, simulation design scale, and educational practices questionnaire. Contemporary nurse, 53(1), 60-74.
Uslusoy, E. Ç. (2018). Hemşirelik Eğitiminde Simülasyon Kullanımı: Öğrencilerin Görüşleri. SDÜ Sağlık Bilimleri Dergisi, 9(2), 13-18.World Health Organization. (‎2009)‎. Global standards for the initial education of professional nurses and midwives. World Health Organization. Erişim Tarihi: 17.02.2019. http://www.who.int/iris/handle/10665/44100
Yılmaz, D. U., & Korhan, E. A. (2017). Hemşirelik Eğitiminde Simülasyon Yönteminin Etkinliği: Bir Sistematik İnceleme. Turkiye Klinikleri Journal of Nursing Sciences, 9(3), 218-226.
Zapko, K. A., Ferranto, M. L. G., Blasiman, R., & Shelestak, D. (2018). Evaluating best educational practices, student satisfaction, and self-confidence in simulation: A descriptive study. Nurse education today, 60, 28-34.
Zhu, F. F., & Wu, L. R. (2016). The effectiveness of a high-fidelity teaching simulation based on an NLN/Jeffries simulation in the nursing education theoretical framework and its influencing factors. Chinese Nursing Research, 3(3), 129-132.