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Research Article
Medium and High Fidelity Simulations in Training Undergraduate Nursing and Operating Room Students. Are They Effective?
Leila Bazrafkan
Shiraz University of Medical Sciences
Corresponding Author
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Background: Simulators-Based Education is any type of educational activity that uses simulation of clinical scenarios to increase students’ awareness and skills. Simulation environments are able to create a place for students to expand their competencies in specialized skills without posing a risk to patients. In simulation, an attempt is made to bring the learning conditions so close to the real conditions, so that the learned concepts can be transferred to the real world.
Methods: This is a quasi-experimental study. The statistical populations of the study were nursing and operating room (OR) students of Larestan University of Medical Sciences who were selected using census method. A total of 192 students participated in this study, which 96 students were in the control group and 96 students were in the experimental group. At the beginning of the study, students of both groups participated in the pre-test. In this study low-fidelity simulation was used to train control group, and in the experimental group training, medium- and high-fidelity simulation were applied. The post-test was performed after completion of the training program of both groups. 4 instruments were used for data collection. The data were analyzed using SPSS software (version 20.0).
Results: The results of this study showed that students in the experimental group scored significantly higher in knowledge domain compare to control group students, and also performed better in the objective structured clinical examination (OSCE) (P<0.001). Also, this study showed that the average total score of students’ attitudes towards the role of simulators in the experimental group is higher than the control group. Statistical relationship was significant in some factors such as “patients’ safety (P= 0.014)”, “increasing the student's self-confidence (P= 0.041)”, “connecting the topics taught in the theoretical units (P= 0.024)”. Also, statistical relationship was meaningful in training with low-fidelity models which stated “it was not a reliable learning experience (P= 0.004)”.
Conclusions: Simulation is an effective method for better teaching-learning that can increase knowledge, improve clinical competence, feel more confident and integrate knowledge in a safe and controlled environment.
Keywords
Nursing and OR Education, Medium- and High-Fidelity Simulators, OSCE.
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Received 07 Jan, 2021
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Review #1 received
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Received 07 Jan, 2021
Reviewer #4 agreed
On 07 Jan, 2021
Reviewer #5 agreed
On 07 Jan, 2021
Reviewer #1 agreed
On 07 Jan, 2021
Reviewer #2 agreed
On 07 Jan, 2021
Reviewer #3 agreed
On 07 Jan, 2021
Reviewers invited
Invitations sent on 06 Jan, 2021
Editor assigned
On 01 Jan, 2021
Editor invited
On 31 Dec, 2020
Submission checks complete
On 31 Dec, 2020
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On 14 Dec, 2020
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This preprint is under consideration at BMC Medical Education. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research Article
Medium and High Fidelity Simulations in Training Undergraduate Nursing and Operating Room Students. Are They Effective?
Leila Bazrafkan
Shiraz University of Medical Sciences
Corresponding Author
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Under Review
Version 1
Posted 04 Jan, 2021
No community comments so far
Review #3 received
Received 07 Jan, 2021
Review #4 received
Received 07 Jan, 2021
Review #1 received
Received 07 Jan, 2021
Review #2 received
Received 07 Jan, 2021
Reviewer #4 agreed
On 07 Jan, 2021
Reviewer #5 agreed
On 07 Jan, 2021
Reviewer #1 agreed
On 07 Jan, 2021
Reviewer #2 agreed
On 07 Jan, 2021
Reviewer #3 agreed
On 07 Jan, 2021
Reviewers invited
Invitations sent on 06 Jan, 2021
Editor assigned
On 01 Jan, 2021
Editor invited
On 31 Dec, 2020
Submission checks complete
On 31 Dec, 2020
First submitted
On 14 Dec, 2020
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background: Simulators-Based Education is any type of educational activity that uses simulation of clinical scenarios to increase students’ awareness and skills. Simulation environments are able to create a place for students to expand their competencies in specialized skills without posing a risk to patients. In simulation, an attempt is made to bring the learning conditions so close to the real conditions, so that the learned concepts can be transferred to the real world.
Methods: This is a quasi-experimental study. The statistical populations of the study were nursing and operating room (OR) students of Larestan University of Medical Sciences who were selected using census method. A total of 192 students participated in this study, which 96 students were in the control group and 96 students were in the experimental group. At the beginning of the study, students of both groups participated in the pre-test. In this study low-fidelity simulation was used to train control group, and in the experimental group training, medium- and high-fidelity simulation were applied. The post-test was performed after completion of the training program of both groups. 4 instruments were used for data collection. The data were analyzed using SPSS software (version 20.0).
Results: The results of this study showed that students in the experimental group scored significantly higher in knowledge domain compare to control group students, and also performed better in the objective structured clinical examination (OSCE) (P<0.001). Also, this study showed that the average total score of students’ attitudes towards the role of simulators in the experimental group is higher than the control group. Statistical relationship was significant in some factors such as “patients’ safety (P= 0.014)”, “increasing the student's self-confidence (P= 0.041)”, “connecting the topics taught in the theoretical units (P= 0.024)”. Also, statistical relationship was meaningful in training with low-fidelity models which stated “it was not a reliable learning experience (P= 0.004)”.
Conclusions: Simulation is an effective method for better teaching-learning that can increase knowledge, improve clinical competence, feel more confident and integrate knowledge in a safe and controlled environment.