Background
Game-based training is increasingly implemented in different nursing fields, as it allows students to learn experientially, with the flexibility to regulate their training based on their personal progresses and abilities. This study aimed to compare the effects of virtual training by the “Playing with Surgical Instruments (PlaSurIn)” game and the lecture on the surgical instruments setup knowledge and performance of Operating Room (OR) novices.
Methods
This study was conducted on 51 s-semester undergraduate OR technology students taking the course “An Introduction to Surgical Instruments and Equipment.” An additional virtual training session was held via a learning management system using two different methods. The students of the Game Training Group (GTG, n = 27) played individually with the “PlaSurIn” game during a week, while the students of the Lecture Training Group (LTG, n = 24) received the lecture-based training during a week. To measure knowledge, all the students participated in a theoretical test with 10 multiple-choice questions before and immediately after the training. They also participated in an Objective Structured Clinical Examination (OSCE) after the training, and their performance was evaluated by the remained time for setup completion and the scores, errors, and bonuses.
Results
The mean score of the theoretical test was significantly higher in the GTG than in the LTG after the training (p = 0.040). Additionally, the GTG participants had higher scores (p = 0.016), fewer errors (p = 0.001), and higher bonuses (p = 0.011) compared to the LTG ones. The remained time for setup completion was also significantly longer in the GTG than in the LTG (p < 0.001).
Conclusion
Virtual training by “PlaSurIn” was superior to the lecture-based method for the enhancement of surgical instruments setup knowledge and performance amongst OR novices.
Background: Nurses encounter a lot of stressors in the workplace because of high workload, long working hours, and work-income imbalance, and these stressors have increased during the COVID-19 pandemic. Consequently, nurses' occupational stress levels have also increased, thereby increasing the incidence of anxiety disorders. Evidence indicates that anxiety disorders may result from a lack of appropriate coping strategies. Objectives: The present study aimed to determine the relationship between stress and coping strategies among nurses caring for COVID-19 patients. Methods: This descriptive study was conducted on 178 nurses selected by simple random sampling. Data was collected using Cohen's Perceived Stress Scale, Lazarus and Folkman's Ways of Coping Questionnaire, and a demographic information form, and it was analyzed using SPSS 16 software. Results: The results indicated that age and job tenure were directly associated with perceived stress. Accordingly, increases in age and job tenure were accompanied by increases in perceived stress (P < 0.05). The results also revealed a significant relationship between perceived stress and confrontative coping, distancing, self-controlling, seeking social support, accepting responsibility, planful problem-solving, and positive reappraisal strategies (P < 0.05). Conclusions: The study findings demonstrated that stress coping strategies differed among nurses depending on age, gender, education level, and other demographic features. As these factors cannot be changed in most cases, training nurses in stress coping strategies can reduce their perceived stress.
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