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Kim and Jang: Effect of a Simulation-based Education on Cardio-pulmonary Emergency Care Knowledge, Clinical Performance Ability and Problem Solving Process in New Nurses
Original Article
Journal of Korean Academy of Nursing

Journal of Korean Academy of Nursing 2011; 41(2): 245-255.

Published online: 30 April 2011

DOI: https://doi.org/10.4040/jkan.2011.41.2.245

Effect of a Simulation-based Education on Cardio-pulmonary Emergency Care Knowledge, Clinical Performance Ability and Problem Solving Process in New Nurses

Yun Hee Kim1, Keum Seong Jang2

1Full-time Lecturer, Department of Nursing, Dong Shin University, Naju, Korea.

2Professor, College of Nursing, Chonnam National University Chonnam Research Institute of Nursing Science, Gwangju, Korea.

Address reprint requests to: Jang, Keum Seong. College of Nursing, Chonnam National University, 5 Hak-dong, Dong-gu, Gwangju 501-190, Korea. Tel: +82-62-220-4955, Fax: +82-62-225-3307, jangks@chonnam.ac.kr

Received 11 September 2010       Accepted 15 April 2011

© 2011 Korean Society of Nursing Science

Abstract

Purpose

This study was conducted to examine the effects of simulation-based education regarding care in a cardio-pulmonary emergency care as related to knowledge, clinical performance ability, and problem solving process in new nurses.

Methods

An equivalent control group pre-post test experimental design was used. Fifty new nurses were recruited, 26 nurses for the experimental group and 24 nurses for the control group. The simulation-based cardio-pulmonary emergency care education included lecture, skill training, team-based practice, and debriefing, and it was implemented with the experimental group for a week in May, 2009. Data were analyzed using frequency, ratio, chi-square, Fisher's exact probability and t-test with the SPSS program.

Results

The experimental group who had the simulation-based education showed significantly higher know-ledge (t=5.76, p<.001) and clinical performance ability (t=5.86, p<.001) for cardio-pulmonary emergency care compared with the control group who had traditional education but problem solving process was not included (t=1.11, p=.138).

Conclusion

The results indicate that a simulation-based education is an effective teaching method to improve knowledge and clinical performance ability in new nurses learning cardio-pulmonary emergency care. Further study is needed to identify the effect of a simulation-based team discussion on cognitive outcome of clinical nurses such as problem solving skills.

Keywords: Patient simulation, Knowledge, Clinical competency, Problem solving, Nurses

Figures and Tables

Figure 1
Research design.
Exp.=experimental group; Cont.=control group; CPA=clinical performance ability; PSP=problem solving process; SBE=simulation based education; LBE=lecture based education.
jkan-41-245-g001
Figure 2
Development and process of simulation based education on cardiopulmonary emergency care.
ACLS=advanced cardiac life support; CPR=cardiopulmonary resuscitation.
jkan-41-245-g002
Table 1
Homogeneity Test for General Characteristics between Experimental and Control Group (N=50)
jkan-41-245-i001

*Fisher exact test.

Table 2
Homogeneity Test of Cardio-pulmonary Emergency Care Knowledge, Clinical Performance Ability, Problem Solving Process between Experimental and Control Group (N=50)
jkan-41-245-i002

*Did not analyze with t-test as standard deviation is zero; CPR=cardiopulmonary resuscitation.

Table 3
Comparison of Dependent Variables between Experimental and Control Group (N=50)
jkan-41-245-i003

Notes

This article is based on a part of the first author's doctoral dissertation from Chonnam National University.

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