Yun Hee Kim; Keum Seong Jang

doi:10.4040/jkan.2011.41.2.245

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Original Article
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; Journal of Korean Academy of Nursing 2011;41(2):245-255.
DOI: https://doi.org/10.4040/jkan.2011.41.2.245
Published online: April 30, 2011

¹Full-time Lecturer, Department of Nursing, Dong Shin University, Naju, Korea.

²Professor, College of Nursing, Chonnam National University Chonnam Research Institute of Nursing Science, Gwangju, Korea.

Address reprint requests to: Jang, Keum Seong. College of Nursing, Chonnam National University, 5 Hak-dong, Dong-gu, Gwangju 501-190, Korea. Tel: +82-62-220-4955, Fax: +82-62-225-3307, jangks@chonnam.ac.kr

• Received: September 11, 2010 • Accepted: April 15, 2011

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Abstract
NOTES
REFERENCES

Abstract

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.
Keywords: Patient simulation; Knowledge; Clinical competency; Problem solving; Nurses

This article is based on a part of the first author's doctoral dissertation from Chonnam National University.

REFERENCES

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Figure 1

Research design.

Exp.=experimental group; Cont.=control group; CPA=clinical performance ability; PSP=problem solving process; SBE=simulation based education; LBE=lecture based education.

Figure 2

Development and process of simulation based education on cardiopulmonary emergency care.

ACLS=advanced cardiac life support; CPR=cardiopulmonary resuscitation.

Table 1

Homogeneity Test for General Characteristics between Experimental and Control Group (N=50)

^*Fisher exact test.

Table 2

Homogeneity Test of Cardio-pulmonary Emergency Care Knowledge, Clinical Performance Ability, Problem Solving Process between Experimental and Control Group (N=50)

^*Did not analyze with t-test as standard deviation is zero; CPR=cardiopulmonary resuscitation.

Table 3

Comparison of Dependent Variables between Experimental and Control Group (N=50)

Figure & Data

REFERENCES

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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

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

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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

Figure 1 Research design. Exp.=experimental group; Cont.=control group; CPA=clinical performance ability; PSP=problem solving process; SBE=simulation based education; LBE=lecture based education.

Figure 2 Development and process of simulation based education on cardiopulmonary emergency care. ACLS=advanced cardiac life support; CPR=cardiopulmonary resuscitation.

Figure 1

Figure 2

Effect of a Simulation-based Education on Cardio-pulmonary Emergency Care Knowledge, Clinical Performance Ability and Problem Solving Process in New Nurses

Table 1

Homogeneity Test for General Characteristics between Experimental and Control Group (N=50)

^*Fisher exact test.

Table 2

Homogeneity Test of Cardio-pulmonary Emergency Care Knowledge, Clinical Performance Ability, Problem Solving Process between Experimental and Control Group (N=50)

^*Did not analyze with t-test as standard deviation is zero; CPR=cardiopulmonary resuscitation.

Table 3

Comparison of Dependent Variables between Experimental and Control Group (N=50)

Table 1 Homogeneity Test for General Characteristics between Experimental and Control Group (N=50)

^*Fisher exact test.

Table 2 Homogeneity Test of Cardio-pulmonary Emergency Care Knowledge, Clinical Performance Ability, Problem Solving Process between Experimental and Control Group (N=50)

^*Did not analyze with t-test as standard deviation is zero; CPR=cardiopulmonary resuscitation.

Table 3 Comparison of Dependent Variables between Experimental and Control Group (N=50)