.: ORİJİNAL ARAŞTIRMA
The Effect of Simulation Training on First-year Nursing Students' Ability on Planning Nursing Process and Their Clinical Stress Levels
Simülasyon Eğitiminin Hemşirelik Birinci Sınıf Öğrencilerinin Hemşirelik Sürecini Planlama Becerilerine ve Klinik Stres Düzeylerine Etkisi
Turkiye Klinikleri J Nurs Sci. 2021;13(3):581-9
doi: 10.5336/nurses.2020-78920
Makale Dili: EN
Tam Metin
ABSTRACT
Objective: This study aimed to determine the effect of simulation training on first-grade nursing students' ability to plan nursing process and clinical stress levels. Material and Methods: Pre-test and post-test quasi-experimental design with control group was used. It was conducted with first-year nursing students of a Marmara University Faculty of Health Sciences Nursing Department in Istanbul between January-June 2017. The results of the study could be affected by physical conditions and institutional differences in hospitals. Therefore, the sample included 98 nursing students who would involve in clinical applications of the same hospital. The experimental and control groups were separated by simple randomization and created by 49 students. The experimental group was trained with scenario-based high-fidelity simulation after both groups completed theoretical and laboratory training. The data were obtained through the Nursing Process Evaluation Form and Clinical Stress Questionnaire. Results: A statistically significant difference was found between the experimental group's pre-test (first day of clinical training) and post-test (last day of clinical training) Clinical Stress Questionnaire total mean scores. A statistically significant difference was found between the experimental and control groups' pre-test Clinical Stress Questionnaire scores. There was a statistically significant difference between the groups' mean scores on the Nursing Process Evaluation Form sections of assessment and nursing diagnosis. Conclusion: Simulation training has effectively reduced the nursing students' feelings such as sadness, anxiety, fear, and anger in clinical education. Also, it enabled students to be more successful in data collection and nursing diagnosis.
Keywords: High fidelity simulation training; nursing process; stress; nursing student
Objective: This study aimed to determine the effect of simulation training on first-grade nursing students' ability to plan nursing process and clinical stress levels. Material and Methods: Pre-test and post-test quasi-experimental design with control group was used. It was conducted with first-year nursing students of a Marmara University Faculty of Health Sciences Nursing Department in Istanbul between January-June 2017. The results of the study could be affected by physical conditions and institutional differences in hospitals. Therefore, the sample included 98 nursing students who would involve in clinical applications of the same hospital. The experimental and control groups were separated by simple randomization and created by 49 students. The experimental group was trained with scenario-based high-fidelity simulation after both groups completed theoretical and laboratory training. The data were obtained through the Nursing Process Evaluation Form and Clinical Stress Questionnaire. Results: A statistically significant difference was found between the experimental group's pre-test (first day of clinical training) and post-test (last day of clinical training) Clinical Stress Questionnaire total mean scores. A statistically significant difference was found between the experimental and control groups' pre-test Clinical Stress Questionnaire scores. There was a statistically significant difference between the groups' mean scores on the Nursing Process Evaluation Form sections of assessment and nursing diagnosis. Conclusion: Simulation training has effectively reduced the nursing students' feelings such as sadness, anxiety, fear, and anger in clinical education. Also, it enabled students to be more successful in data collection and nursing diagnosis.
Keywords: High fidelity simulation training; nursing process; stress; nursing student
ÖZET
Amaç: Bu çalışmanın amacı, simülasyon eğitiminin hemşirelik 1. sınıf öğrencilerinin hemşirelik sürecini planlama becerileri ve klinik stres düzeyleri üzerindeki etkisini belirlemektir. Gereç ve Yöntemler: Araştırmanın tasarımı, ön-test son-test randomize kontrollü deneyseldir. Çalışma, Ocak 2017 ve Haziran 2017 tarihleri arasında İstanbul'da Marmara Üniversitesi Sağlık Bilimleri Fakültesi Hemşirelik Bölümü 1. sınıf hemşirelik öğrencileriyle gerçekleştirildi. Çalışmanın sonuçları hastaneler arasındaki fiziksel durumlar ve kurumsal farklılıklardan etkilenmiş olabilir. Çalışma ve kontrol grupları, basit rastgele randomizasyon ile ayrıldı ve 49 öğrenciden oluşturuldu. Deney grubu, her 2 grup teorik ve laboratuvar eğitimini tamamladıktan sonra senaryo tabanlı yüksek sadakat simülasyonu ile eğitildi. Veriler, Hemşirelik Süreci Değerlendirme Formu ve Klinik Stres Anketi aracılığıyla elde edildi. Bulgular: Çalışma grubunun ön-test (klinik uygulamanın ilk günü) ve son-test (klinik uygulamanın son günü) Klinik Stres Anketi ortalama puanları arasında istatistiksel olarak anlamlı bir fark bulundu. Çalışma ve kontrol gruplarının, ön-test Klinik Stres Anketi puanları arasında istatistiksel olarak anlamlı bir fark bulundu. Grupların, Hemşirelik Süreci Değerlendirme Formu'nun veri toplama ve hemşirelik tanısı bölümlerindeki ortalama puanları arasında istatistiksel olarak anlamlı bir fark saptandı. Sonuç: Simülasyon eğitimi, hemşirelik öğrencilerinin klinik eğitimde üzüntü, kaygı, korku ve öfke gibi duygularını azaltmada etkili olmuştur. Ayrıca öğrencilerin, veri toplama ve hemşirelik tanısını koyma aşamalarında daha başarılı olmalarını sağlamıştır.
Anahtar Kelimeler: Yüksek gerçekli simülasyon eğitimi; hemşirelik süreci; stres; hemşirelik öğrencisi
Amaç: Bu çalışmanın amacı, simülasyon eğitiminin hemşirelik 1. sınıf öğrencilerinin hemşirelik sürecini planlama becerileri ve klinik stres düzeyleri üzerindeki etkisini belirlemektir. Gereç ve Yöntemler: Araştırmanın tasarımı, ön-test son-test randomize kontrollü deneyseldir. Çalışma, Ocak 2017 ve Haziran 2017 tarihleri arasında İstanbul'da Marmara Üniversitesi Sağlık Bilimleri Fakültesi Hemşirelik Bölümü 1. sınıf hemşirelik öğrencileriyle gerçekleştirildi. Çalışmanın sonuçları hastaneler arasındaki fiziksel durumlar ve kurumsal farklılıklardan etkilenmiş olabilir. Çalışma ve kontrol grupları, basit rastgele randomizasyon ile ayrıldı ve 49 öğrenciden oluşturuldu. Deney grubu, her 2 grup teorik ve laboratuvar eğitimini tamamladıktan sonra senaryo tabanlı yüksek sadakat simülasyonu ile eğitildi. Veriler, Hemşirelik Süreci Değerlendirme Formu ve Klinik Stres Anketi aracılığıyla elde edildi. Bulgular: Çalışma grubunun ön-test (klinik uygulamanın ilk günü) ve son-test (klinik uygulamanın son günü) Klinik Stres Anketi ortalama puanları arasında istatistiksel olarak anlamlı bir fark bulundu. Çalışma ve kontrol gruplarının, ön-test Klinik Stres Anketi puanları arasında istatistiksel olarak anlamlı bir fark bulundu. Grupların, Hemşirelik Süreci Değerlendirme Formu'nun veri toplama ve hemşirelik tanısı bölümlerindeki ortalama puanları arasında istatistiksel olarak anlamlı bir fark saptandı. Sonuç: Simülasyon eğitimi, hemşirelik öğrencilerinin klinik eğitimde üzüntü, kaygı, korku ve öfke gibi duygularını azaltmada etkili olmuştur. Ayrıca öğrencilerin, veri toplama ve hemşirelik tanısını koyma aşamalarında daha başarılı olmalarını sağlamıştır.
Anahtar Kelimeler: Yüksek gerçekli simülasyon eğitimi; hemşirelik süreci; stres; hemşirelik öğrencisi
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