Journal List > Korean J Adult Nurs > v.27(1) > 1076373

Korean J Adult Nurs. 2015 Feb;27(1):73-82. Korean.
Published online February 28, 2015.  https://doi.org/10.7475/kjan.2015.27.1.73
© 2015 Korean Society of Adult Nursing
The Effects of Video-based Peer assisted Learning in Standardized Patients Simulation: Pre and Post Operative Care
In-Hee Park,1 and Sujin Shin2
1Graduate Student, Department of Nursing, College of Medicine, Soonchunhyang University, Cheonan, Korea.
2School of Nursing, Soonchunhyang University, Cheonan, Korea.

Corresponding author: Shin, Sujin. School of Nursing, Soonchunhyang University, 31 Suncheonhyang 6-gil, Dongnam-gu, Cheonan 330-930, Korea. Tel: +82-41-570-2491, Fax: +82-41-570-2498, Email: ssj1119@sch.ac.kr
Received November 20, 2014; Revised January 26, 2015; Accepted February 05, 2015.

Abstract

Purpose

This study examined the effects of peer assisted learning (PAL) using video recordings in standardized patients (SP) simulation.

Methods

A mixed-method approach was adopted, in which quantitative data were supplemented with qualitative data. Research participants consisted of 49 nursing students, 24 of whom were assigned to the experimental group, and 25 to the control group. The 12 item instrument was used to measure perioperative care knowledge, while performance confidence was assessed with the 10 item questionnaire, and clinical critical thinking skills with the Clinical Critical Thinking Skill Test (CCTS). Qualitative data were collected using a reflective journaling and in-depth interviews.

Results

Participants in the experimental group exhibited significantly higher levels of knowledge than those in the control group (t=5.43, p<.001), and were significantly more confident in their performances (F=52.33, p<.001). However, no significant differences were found between the experimental and the control groups with regard to CCTS (t=0.72, p=.477). A qualitative content analysis was conducted using the interview and reflective journaling data, in which six major themes were elicited from three codes.

Conclusion

PAL employing video recordings is expected to be utilized as a teaching and learning strategy in simulation-based nursing practicum with greater frequency and longer period, given the positive effects observed in this study.

Keywords: Confidence; Knowledge; Clinical critical thinking skill; Peer assisted learning; Simulation

Tables


Table 1
Homogeneity Test of the Participants (N=49)
Click for larger image


Table 2
Effects of Video-based Peer assisted Learning in Standardized Patients Simulation (N=49)
Click for larger image

Notes

This manuscript is a revision of the first author's master's thesis from Soonchunhyang University.

References
1. Kim HR, Choi EJ. Development of a scenario and evaluation for SimBaby simulation learning of care for children with fever in emergency. The Korea Contents Society 2011;11(6):279–288.
2. Ignacio JJ. Evaluation of simulation learning for clinically-experienced nurses. Singapore Nursing Journal 2012;39(1):19–26.
3. Seong KY. In: Effects of Practice nursing education: using standardized patients on subcutaneous insulin injection [master's thesis]. Daejeon: Eulji University; 2008. pp. 1-72.
4. Ahn YH. Critical thinking and the standards of nursing education. Journal of Educational Evaluation for Health Professions 2004;1(1):99–106.
5. Dreifuerst KT. The essentials of debriefing in simulation learning: A concept analysis. Nursing Education Perspectives 2009;30(2):109–114.
6. Kim JY. In: Development of a scenario of simulation and analysis of the effect of debriefing: focused on case of cerebral hemorrhage patients [master's thesis]. Daejeon: Eulji University; 2012. pp. 1-86.
7. Bond WF, Deitrick LM, Eberhardt ME, Barr GC, Kane BG, Worrilow CC, et al. Cognitive versus technical debriefing after simulation training. Academic Emergency Medicine 2006;13(3):276–283.
8. Park JH, Son JY, Kim Sun, May W. Effect of feedback from standardized patients on medical students's performance and perceptions of the neurological examination. Medical Teacher 2011;33:1005–1010.
9. Hill E, Liuzzi F, Giles J. Peer-assisted learning from three perspectives: student, tutor and coordinator. The Clinical Teacher 2010;7(4):244–246. [doi: 10.1111/j.1743-498X.2010.00399.x]
10. Topping KJ. The effectiveness of peer tutoring in further and higher education: a typology and review of the literature. Higher Education 1996;32:321–345.
11. Salerno-Kennedy R, Henn P, O'Flynn S. Implementing peer tutoring in a graduate medical education programme. Clinical Teacher 2010;7(1):83–89.
12. Steinwachs B. How to facilitate a debriefing. Simulation Gaming 1992;23:186–195.
13. Nielsen A, Stragnell S, Jester P. Guide for reflection using the clinical judgment model. The Journal of Nursing Education 2007;46:513–516.
14. Erdfelder E, Faul F, Buchner A. G POWER: a general power analysis program. Behavior Research Methods, Instruments, & Computers 1996;28:1–11.
15. The National Institute of The Korean Language [Internet]. Seoul: Korea Dictionary; 2013 [cited 2013 August 1].
16. Shin KR, Hwang JW, Shin SJ. Concept analysis on the clinical critical thinking ability in nursing. Journal of Korean Academy of Adult Nursing 2008;20(5):707–718.
17. Shin SJ, Yang EB, Kong BH, Jung DY. Development and validation of a clinical critical thinking skills scale. Korean Medical Education Review 2012;14(2):102–108.
18. National Cancer Information Center [Internet]. Major cancer in 2010 Status: all men and women. 2010 [cited 2013 November 5].
Available from: http://www.cancer.go.kr..
19. Korean Accreditation Board of Nursing Education [Internet]. Nursing education certification evaluation regulations: 2013. [cited 2013 August 1].
20. Zigmont JJ, Kappus LJ, Sudikoff SN. The 3D model of debriefing: defusing, discovering, and deepening. Seminars in Perinatology 2011;35:52–58. [doi: 10.1053/j.semperi.2011.01.003]
21. Hsieh HF, Shannon SE. Three approaches to qualitative content analysis. Qualitative Health Research 2005;15(9):1277–1288.
22. Boet S, Bould D, Bruppacher HR, Desjardins F, Chandra DB, Naik V. Looking in the mirror: self-debriefing versus instructor debriefing for simulated crisis. Critical Care Medicine 2011;39(6):1377–1381. [doi: 10.1097/CCM.0b013e31820eb8be.]
23. Kim YH, Jang KS. Effect of a simulation-based education on cardio-pulmonary emergency care knowledge, clinical performance ability and problem solving process in new nurses. Journal of Korean Academy of Nursing 2011;41(2):245–255.
24. Park SM. Effects of simulation based education, for emergency care of patients with dyspnea, on knowledge and performance confidence of nursing students. The Journal of Korean Academic Society of Nursing Education 2012;8(1):110–118.
25. Lee SJ, Park YM, Noh SM. The effects of simulation training with hybrid model for nursing students on nursing performance ability and self confidence. Korean Journal of Adult Nursing 2013;25(2):170–182.
26. Yoo SY. Development and effects of a simulation-based education program for newborn emergency care. Journal of Korean Academy of Nursing 2013;43(4):468–477.
27. Kim SH. Effects of simulation-based practice using standardized patients for the care of women with postpartum hemorrhage on nursing student's clinical performance competence and critical thinking deposition. Korean Parent Child Health J 2012;15(2):71–79.
28. Ham YL. In: Development and evaluation of a simulation educational program using a high-fidelity patient simulator for undergraduate nursing students. [dissertation]. Seoul: Yonsei University; 2009.
29. Hur HK, Park SM, Shin YH, Lim YM, Kim GY, Kim KK, et al. Development and applicability evaluation of an emergent care management simulation practicum for nursing students. The Journal of Korean Academic Society of Nursing Education 2013;19(2):228–240.
30. Kim DH, Lee YJ, Hwang MS, Park JH, Kim HS, Cha HK. Effects of a simulation-based integrated clinical practice program (SICPP) on the problem solving process, clinical competence and critical thinking in a nursing student. The Journal of Korean Academic Society of Nursing Education 2012;18(3):499–509.