Examining the effect of simulation-based learning on intravenous therapy administration' knowledge, performance, and clinical assessment skills of first-year nursing students

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dc.authoridSarı, Dilek/0000-0002-1859-2855
dc.authoridYılmaz, Derya Uzelli/0000-0002-7337-6717
dc.authorscopusid57201946500
dc.authorscopusid57088282600
dc.authorwosidSarı, Dilek/ABB-4425-2020
dc.authorwosidYılmaz, Derya Uzelli/ABE-2703-2020
dc.contributor.authorYilmaz, Derya Uzelli
dc.contributor.authorSari, Dilek
dc.date.accessioned2023-01-12T19:55:56Z
dc.date.available2023-01-12T19:55:56Z
dc.date.issued2021
dc.departmentN/A/Departmenten_US
dc.description.abstractBackground: Most nurses at some point of, or throughout, their career will be involved in infusion care. Therefore, it is important to provide a realistic learning environment to nursing students regarding how to safely practice intravenous (IV) therapy administration. Objectives: The aim of this study was examining the effect of simulation-based learning on IV therapy administration knowledge, performance and clinical assessment skills of first-year nursing students. Methods: This study was a randomized controlled quasi-experimental study. A total of 62 students was included in the study. The students were randomly assigned to either hybrid simulation (HS) (n = 31) or low fidelity simulation (LFS) (n = 31) groups. In the HS group, each student performed in the standardized patients using moulage, and the LFS group each student was performed with mannequin using visuals. Each of the students' level of IV therapy administration knowledge, performance and clinical assessment and satisfaction and selfconfidence score was evaluated. Results: After the lecture, demonstration and simulation training, there was a statistically significant difference between groups in terms of knowledge (p < 0.05), IV catheter insertion performance in simulation and clinical (p = 0.00; p = 0.00) and clinical assessment to classify IV therapy complications on real patients (p = 0.00). Also, satisfaction and self-confidence scale scores of the students in the HS were significantly higher than in the LFS group (p = 0.00). However, there was no significant difference in simulation design scale scores between the two groups (p = 0.164). Conclusion: The students in the HS group better transferred they had learned in the teaching environment to clinical practice. Also, the results show that creating an effective environment in simulation had a positive effect on the development of the students' clinical skills.en_US
dc.identifier.doi10.1016/j.nedt.2021.104924
dc.identifier.issn0260-6917
dc.identifier.issn1532-2793
dc.identifier.pmid33930858en_US
dc.identifier.scopus2-s2.0-85107087935en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1016/j.nedt.2021.104924
dc.identifier.urihttps://hdl.handle.net/11454/76773
dc.identifier.volume102en_US
dc.identifier.wosWOS:000653066700011en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherChurchill Livingstoneen_US
dc.relation.ispartofNurse Education Todayen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectIntravenous therapy administrationen_US
dc.subjectMoulageen_US
dc.subjectNursing educationen_US
dc.subjectSimulation-based learningen_US
dc.subjectStandardized patientsen_US
dc.subjectStandardized Patientsen_US
dc.subjectSelf-Confidenceen_US
dc.subjectHigh-Fidelityen_US
dc.subjectMoulageen_US
dc.subjectSatisfactionen_US
dc.subjectMelanomaen_US
dc.titleExamining the effect of simulation-based learning on intravenous therapy administration' knowledge, performance, and clinical assessment skills of first-year nursing studentsen_US
dc.typeArticleen_US

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