Testing a diabetes keotacidosis simulation in critical care nursing: A randomized control trial

Abstract

Background: Integrating high fidelity simulation while teaching diabetes ketoacidosis would ensure a controlled therapeutic milieu for nursing students to practice. Purpose: To evaluate the effectiveness of simulation teaching intervention for diabetes ketoacidosis in critical care nursing for undergraduate students' in a public university. Methods: A simple, two-arm (parallel) randomized controlled trial was conducted in a national public university. A total of 164 nursing students were recruited and randomly assigned to two groups. The simulation group (N = 82) participated in the diabetes ketoacidosis high-fidelity simulation teaching intervention compared to the control group (N = 82) who were exposed to patient assignments on a clinical day on an acute medical unit. The primary outcomes were assessed using the Student Satisfaction and Self Confidence in Learning, Simulation Design Scale, Educational Practice Questionnaire, Critical Thinking Skills Tool and California Critical Thinking Skill Test from 2015 to 2016. Results: The students in the randomized control trial have had significantly higher scores on Student Satisfaction, and Self Confidence in Learning, Simulation Design, Educational Practice, Critical thinking skills and Critical Thinking Skill post-test mean scores. Younger age groups who had higher satisfaction had better selfconfidence and a positive perception of the simulation design and education practice, which reflected better learning outcomes in the simulation group compared to the control group. Conclusions: This study supports the use of high-fidelity simulation scenarios as a teaching-learning strategy that is useful for students to assess, plan, intervene and evaluate in emergencies like diabetes ketoacidosis.

Competency In Critical Care Nursing With Approach Methods Journal Sharing of Critical Care (JSCC) In Nursing Profession Students

“…Students will gain meaningful experience ranging from knowing complaints to patient safety, this is following the results of previous studies which state that there is in the experience of understanding nurses will find problems of fatigue, mental status, patient safety (Sánchez Expósito et al, 2018). This research is in accordance with the results of the study which states that the use of simulation scenarios and the use of evidence are in line with the benefits and are useful for students to assess, plan, intervene and evaluate in emergencies in nursing care (D'Souza et al, 2020). Students are expected to collaborate with professionals in improving patient care in the intensive care unit (ICU) later.…”

The effect of scenario-based training on the Core competencies of nursing students: a semi-experimental study

“…Many researchers have stated that scenario-based teaching is a much more dynamic interactive teaching and learning strategy [16,17]. In addition, many authors emphasized that this method mainly focuses on enhancing students' abilities and skills, including analytical, thinking, problem-solving, communication, and teamwork skills required in the 21st century [18,19].…”