Journal of Korean Academy of Nursing

Original Articles

Comparison of Learning Effects using High-fidelity and Multi-mode Simulation: An Application of Emergency Care for a Patient with Cardiac Arrest: Eon-Na Ryoo, Eun-Ho Ha, Jin-Young Cho; J Korean Acad Nurs 2013;43(2):185-193. Published online April 12, 2013; DOI: https://doi.org/10.4040/jkan.2013.43.2.185

Abstract Purpose

Simulation-based learning has become a powerful method to improve the quality of care and help students meet the challenges of increasingly complex clinical practice settings. The purpose of this study was to identify the learning effects using high-fidelity SimMan and multi-mode simulation.

Methods

Participants in this study were 38 students who were enrolled in an intensive course for a major in nursing at R college. Collected data were analyzed using Chi-square, t-test, and independent t-test with the SPSS 18.0 for Windows Program.

Results

There were no statistically significant differences in learning effects between high-fidelity SimMan and multi-mode simulation group. However, skills in clinical performance in the high-fidelity SimMan group were higher than in the multi-mode group (p= .014), communication in clinical performance in multi-mode simulation group was higher than in the high-fidelity SimMan group (p< .001).

Conclusion

Multi-mode simulation with a standardized patient is an effective learning method in many ways compared to a high-fidelity simulator. These results suggest that multi-mode simulation be offered to students in nursing colleges which cannot afford to purchase a high-fidelity simulator, or offered as an alternative.

Citations

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Nurses’ Cardiopulmonary Resuscitation Performance during the First 5 minutes in In-Situ Simulated Cardiac Arrest: Eun Jung Kim, Kyeong Ryong Lee, Myung Hyun Lee, Jiyoung Kim; J Korean Acad Nurs 2012;42(3):361-368. Published online June 12, 2012; DOI: https://doi.org/10.4040/jkan.2012.42.3.361

Abstract PDF

Abstract Purpose

The purpose of this study was to analyze the cardiopulmonary resuscitation skills and teamwork of nurses in simulated cardiac arrests in the hospital.

Methods

A descriptive study was conducted with 35 teams of 3 to 4 registered nurses each in a university hospital located in Seoul. A mannequin simulator was used to enact simulated cardiac arrest. Assessment included critical actions, time elapsed to initiation of critical actions, quality of cardiac compression, and teamwork which comprised leadership behavior and communication among team members.

Results

Among the 35 teams, 54% recognized apnea, 43% determined pulselessness. Eighty percent of the teams compressed at an average elapsed time of 108 ± 75 seconds with 35%, 36%, and 67% mean rates of correct compression depth, rate, and placement, respectively. Thirty- seven percent of the teams defibrillated at 224± 67 seconds. Leadership behavior and communication among team members were absent in 63% and 69% of the teams, respectively.

Conclusion

The skills of the nurses in this study cannot be considered adequate in terms of appropriate and timely actions required for resuscitation. Future resuscitation education should focus on improving the quality of cardiopulmonary resuscitation including team performance targeting the first responders of cardiac arrest.

Citations

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Effect of a Simulation-based Education on Cardio-pulmonary Emergency Care Knowledge, Clinical Performance Ability and Problem Solving Process in New Nurses: Yun Hee Kim, Keum Seong Jang; J Korean Acad Nurs 2011;41(2):245-255. Published online April 30, 2011; DOI: https://doi.org/10.4040/jkan.2011.41.2.245

Abstract PDF

Purpose

This study was conducted to examine the effects of simulation-based education regarding care in a cardio-pulmonary emergency care as related to knowledge, clinical performance ability, and problem solving process in new nurses.

Methods

An equivalent control group pre-post test experimental design was used. Fifty new nurses were recruited, 26 nurses for the experimental group and 24 nurses for the control group. The simulation-based cardio-pulmonary emergency care education included lecture, skill training, team-based practice, and debriefing, and it was implemented with the experimental group for a week in May, 2009. Data were analyzed using frequency, ratio, chi-square, Fisher's exact probability and t-test with the SPSS program.

Results

The experimental group who had the simulation-based education showed significantly higher know-ledge (t=5.76, p<.001) and clinical performance ability (t=5.86, p<.001) for cardio-pulmonary emergency care compared with the control group who had traditional education but problem solving process was not included (t=1.11, p=.138).

Conclusion

The results indicate that a simulation-based education is an effective teaching method to improve knowledge and clinical performance ability in new nurses learning cardio-pulmonary emergency care. Further study is needed to identify the effect of a simulation-based team discussion on cognitive outcome of clinical nurses such as problem solving skills.

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Effects of Teaching Method using Standardized Patients on Nursing Competence in Subcutaneous Injection, Self-Directed Learning Readiness, and Problem Solving Ability: Mi-Ran Eom, Hyun-Sook Kim, Eun-Kyung Kim, Kayeon Seong; J Korean Acad Nurs 2010;40(2):151-160. Published online April 30, 2010; DOI: https://doi.org/10.4040/jkan.2010.40.2.151

Abstract PDF

Purpose

The purpose of this study was to evaluate the effects of teaching method using Standardized Patients (SPs) on nursing competence, self-directed learning readiness, and problem solving ability-focusing on subcutaneous insulin injection.

Methods

This research was a nonequivalent control group non-synchronized post-test design. The subjects consisted of 62 junior nursing students at E University. Scenarios to train SPs and checklists to evaluate the students' competence were developed by our research team. The experimental group (n=31) participated in the teaching class using SPs. The control group (n=31) received traditional practice education. The collected data were analyzed with descriptive analysis, χ²/Fisher's exact test, t-test, Pearson's correlation coefficient, and Cronbach's α using SPSS WIN 14.0 Program.

Results

The mean scores of competence, self-directed learning readiness, and problem solving were significantly higher in the experimental group than the control group.

Conclusion

As confirmed by this research findings, the teaching method using SPs was more effective than the traditional method to improve junior nursing students' competence, self-directed learning readiness, and problem solving. Therefore, It is necessary to develop a various of scenarios and to testify their effectiveness.

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Validity and Reliability of a Clinical Performance Examination using Standardized Patients: Ja Yun Choi, Keum Seong Jang, Soon Hee Choi, Mi Soon Hong; Journal of Korean Academy of Nursing 2008;38(1):83-91. Published online February 28, 2008; DOI: https://doi.org/10.4040/jkan.2008.38.1.83

Abstract PDF

Purpose

The purpose of this study was to test the validity of a modified clinical performance examination (CPX) for preclinical students in nursing.

Methods

70 nursing students in their second semester of the junior year at C University participated in CPX. Scenarios and checklists were developed by our research team from September to October 2005. Six stations were organized. Evaluation included physical examination of a patient with lung cancer, education on usage of a metered dosage inhaler, and lobectomy postoperative care. Students were randomly assigned to a station

Results

There was a difference in the CPX scores according to stations. The agreement of scoring between trained faculty members and SPs was more than moderate (r=.647). The correlation between the CPX score and the average grade in the previous semester and between the CPX score and the average grade of a paper and pen test of the pulmonary system of adults was low (r=.276; r=.048).

Conclusion

Traditional CPX is generally recommended, however, modified CPX is appropriate for preclinical students in the current Korean Nursing school setting if there are additional scoring systems to balance the testing level at each station.

Citations

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