Effect of simulation on the ability of first year nursing students to learn vital signs

Nurse Education Today
Evrim Eyikara, Zehra Göçmen Baykara

Abstract

The acquisition of cognitive, affective and psychomotor knowledge and skills are required in nursing, made possible via an interactive teaching method, such as simulation. This study conducted to identify the impact of simulation on first-year nursing students' ability to learn vital signs. A convenience sample of 90 first-year nursing students enrolled at a University, Ankara, in 2014-2015. Ninety students enrolled for lessons on the "Fundamentals of Nursing" were identified using a simple random sampling method. The students were taught vital signs theory via traditional methods. They were grouped into experimental 1, experimental 2 and control group, of 30 students each. Students in the experimental 1 group attended sessions on simulation and those in the experimental 2 group sessions on laboratory work, followed by simulation. The control group were taught via traditional methods and only attended the laboratory work sessions. The students' cognitive knowledge acquisition was evaluated using a knowledge test before and after the lessons. The ability to measure vital signs in adults (healthy ones and patients) was evaluated using a skill control list. A statistically significant difference was not observed between the groups...Continue Reading

Citations

Jun 25, 2019·Nursing Education Perspectives·S R Kemery, Briyana L M Morrell
Feb 12, 2021·Nursing Open·Natsuki NakayamaTsuneko Makino
Jan 5, 2021·The Journal of Nursing Research : JNR·Ayten Şentürk ErenelCanan Uçakci Asalioğlu
Feb 1, 2021·Journal of Burn Care & Research : Official Publication of the American Burn Association·Müjgan Onarıcı, Mevlüde Karadağ
May 27, 2021·The Journal of Nursing Education·Paul BensonCarolyn Hayes

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