, pp.251-255 http://dx.doi.org/10.14257/astl.2015.88.53 Effects of Simulation based Training on the Learning Outcome of Nursing Students Hye-Kyung Oh 1 1 Department of Nursing, Division of Health-Nursing, Daegu University 33 Seongdang-ro 50-gil, Namgu, Daegu, 705-714, Republic of Korea kyungoh@daegu.ac.kr Abstract. This study aimed to evaluate the effects of based Training on nursing students learning outcome, providing basic data for drawing up measures that can be utilized in various ways in university education. Participants were 35 fourth-year nursing students who agreed to voluntarily participate in this study. A difference was found in student perception of learning outcome necessity according to the number of s implemented, and post-test (Scheffe) results showed a statistically significant difference in scores between pre- and the third. Furthermore, a difference was found in achievement of learning outcome depending on the number of sessions, and post-test (Scheffe) results showed that there was a statistically significant difference in scores between pre- and the first, second, third, and fourth s. Keywords: Simulation, Learning Outcome 1 Introduction 1.1 Necessity and Purpose In today s changing hospital environment where there exist shorter hospital stay, more intensive care patients, medical consumers changing perception, and nursing subjects growing needs, nursing students are have difficulty directly performing nursing functions in a clinical setting. Additionally, clinical situations such as the gap between theory and practice, lack of opportunities for acquiring nursing skills, faculty shortage, and students decreased motivation to practice have caused impediments to their acquisition of a wide range of clinical experience [1]. A variety of educational techniques have been attempted, including e-learning, as an alternative to complement the recent nursing environment and subjects safety, well-being, and various needs [2]. Of these, the environment provides learners with an environment in which they can learn without risk to subjects to incorporate theory into practice [3]. ISSN: 2287-1233 ASTL Copyright 2015 SERSC
Simulation based Training is an educational method for students to reflect their experience and incorporate new cognitive learning through the process of learning enhancement, clinical judgment improvement, and debriefing with peer students. It is known as a method of improving student learning satisfaction, self-confidence, critical thinking, and clinical performance [4]. This study aimed to evaluate the effects of curriculum on nursing students learning outcome and to provide basic data needed to draw up measures that can be utilized in various ways in university education. 2 Method 2.1 Design This study is a single-group, pre- and post-experimental study aimed at analyzing learning outcome achievement in the course of based Training for nursing students. 2.2 Participants The participants in this study were 43 fourth-year students in A University s Department of Nursing who completed the curriculum. Among them, a total of 35 students were finally selected who agreed to voluntarily participate in this study after explanation of the study objectives and method, ensuring anonymity for study participation, voluntary participation, and drop-out. 2.3 Data Collection The based Training consisted of briefing, scenario development, four sessions, and debriefing. A questionnaire was distributed for data collection to evaluate achievement of learning outcome for each session, and data were collected from April 2014 to June 2014. 2.4 Data Analysis Collected data were analyzed using the SAS 9.2 program. Participant characteristics were analyzed with frequency analysis in actual number and percentage. An ANOVA test was used to compare the difference in learning outcome between each of the based learning sessions, and post-test analysis was performed using Scheffe analysis. 252 Copyright 2015 SERSC
3 Results 3.1 General Participant Characteristics The general participant characteristics are shown in Table 1. The ages ranged from 21 to 25 years old. The mean age was 21.44 years old, and 23 participants were aged 21 years old (65.72%) with the highest number. The number of students who responded that they adapt very well or tend to adapt well to situation or environment change was found to be 27 (77.14%). Table 1. Participant characteristics. Characteristics Categories n(%) Age (years) Adaptation to environment 21 23(65.72) 22 8(22.86) 23 2(5.71) 25 2(5.71) Very Good 1(2.86) Good 26(74.29) Ordinary 7(20) Not Good 1(2.86) Never 0(0) 3.2 Necessity of Learning Outcome According to Simulation based Training The differences in necessity of learning outcome between sessions are shown in Table 2. Looking at learning outcome necessity score for each session, the score before was 17.1429 ± 2.7986, in the first was 17.6286 ± 3.6306, in the second was 18.8857 ± 1.4707, in the third was 19.0285 ± 1.5046, and in the fourth was 18.2286 ± 1.9716. The average score before was the lowest, whereas the average score in the third was the highest. The F-value was found to be 3.88 with a p-value less than.01, showing that the necessity of learning outcome varied according to the number of sessions. The results of post-test (Scheffe) analysis showed that there was a statistically significant difference in scores between pre- and the third. Copyright 2015 SERSC 253
Table 2. Necessity of learning outcome. M SD F Post-test Before 17.1429 2.7986 1 st 17.6286 3.6306 Number of 2 nd 18.8857 1.4707 3.88** 3 rd > before 3 rd 19.0285 1.5046 *p <.05 **p <.01 ***p <.001 4 th 18.2286 1.9716 3.3 Achievement of Learning Outcome According to Simulation based Training In terms of the current capacity of each session, it was found that the score before was 12.1714 ± 1.1501, in the first was 16.0286 ± 1.8548, in the second was 16.5143 ± 1.6516, in the third was 16.5143 ± 3.3552, and in the fourth was 16.8286 ± 3.7533. The average score before was the lowest, whereas the average score in the fourth was the highest. The F-value was found to be 20.15 with a p-value less than.001, showing that there were differences in learning outcome according to the number of s. The results of post-test (Scheffe) analysis showed that there was a statistically significant difference in scores between pre- and the first, second, third, and fourth s. Table 3. Achievement of learning outcome. M SD F Post-test Before 12.1714 1.1501 Number of 1 st 16.0286 1.8548 2 nd 16.5143 1.6516 3 rd 16.5143 3.3552 20.15*** 4 th > before 3 rd > before 2 nd > before 1 st > before *p <.05 **p <.01 ***p <.001 4 th 16.8286 3.7533 254 Copyright 2015 SERSC
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