Effectiveness of Student Learning with a Simulation Program focusing on Cardiac Arrest in Knowledge, Self-confidence, Critical Thinking, and Clinical Performance Ability

Min-Jeong Chae; Soon-Hee Choi

doi:10.7475/kjan.2016.28.4.447

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Chae and Choi: Effectiveness of Student Learning with a Simulation Program focusing on Cardiac Arrest in Knowledge, Self-confidence, Critical Thinking, and Clinical Performance Ability

Original Article

Korean Journal of Adult Nursing 2016; 28(4): 447-458.

Published online: 31 August 2016

DOI: https://doi.org/10.7475/kjan.2016.28.4.447

Effectiveness of Student Learning with a Simulation Program focusing on Cardiac Arrest in Knowledge, Self-confidence, Critical Thinking, and Clinical Performance Ability

Min-Jeong Chae, Ph.D., RN¹, Soon-Hee Choi, Ph.D., RN²

¹Assistant Professor, Chosun Nursing College, Gwangju, Korea.

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

Corresponding author: Choi, Soon Hee. College of Nursing, Chonnam National University, 77 Yongbong-ro, Buk-gu, Gwangju 61186, Korea. Tel: +82-62-530-4945, Fax: +82-62-227-4009, sh3749@hanmail.net

Received 5 June 2016 Revised 16 August 2016 Accepted 23 August 2016

(open-access):

This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Purpose

This study was designed to describe the effects of a nursing simulation focused on patients with cardiac arrest. The study was designed to measure knowledge, self-confidence, critical thinking, and clinical performance ability of nursing students.

Methods

A non-equivalent control group quasi-experimental design was used. Thirty students in the experimental group received two hours of pre-learning and three hours of skill and simulation practice. Another thirty students in the experimental group received a two hour conventional lecture and three hours for skill practice. The post survey was completed by both groups.

Results

Students in the experiemetal group scored significantly higher than students in control group. The critical thinking disposition was not significantly different between the two groups of students.

Conclusion

The results indicate that a simulation education program is more effective in a number of areas including knowledge, self-confidence, and clinical performance. It is recommended that simulation education should be expanded to various clinical situations.

Keywords: Patient simulation, Knowledge, Education, Cardiopulmonary resuscitation

Figures and Tables

Figure 1

Research design.

Table 1

Scenario Progression Outline (Ventricular Fibrillation and Asystole Situation)

ECG=electrocardiogram; SpO₂=oxygen saturation percentage; V/S=vital sign; IV=intravenous; BLS=basic life support; BP=blood pressure; HR=heart rate; RR=respiration rate; BT=body temperature; VF=ventricular fibrillation; CPR=cardiopulmonary resuscitation; ACLS=advanced cardiac life support; ROSC=return of spontaneous circulation.

Table 2

Homogeneity Test of Knowledge, Self-Confidence, Critical Thinking Disposition, and Clinical Performance Ability before Intervention

Exp.=experimental group; Cont.=control group.

Table 3

Comparison of Dependent Variables between Two Groups after Intervention

Exp.=experimental group; Cont.=control grou; ^†t score from analysis of independent t-test; ^‡F score from Analysis of Covariance with pretest scores as covariates.

Notes

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

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