The Effect of Simulation Method on Nursing Students’ Burn Patient Care Planning: A Randomized Controlled Trial

Abstract

Background In nursing education, the rate of students to practice for burn patient care is low. Objectives This research was carried out as a single-blind randomized control group intervention trial to determine the effectiveness of simulation method performed using high-fidelity human patient simulator in nursing students’ burn patient care planning. Method The research was conducted with randomly-selected 61 students including 31 in intervention and 30 in control groups. In the application process of the research, knowledge tests were administered as a pretest, second test, and posttest, and first and second applications of burn patient care plans were performed with all students. In the research, the application of burn patient scenario was performed only with the intervention group. Results As a result of the research; it was found that the post-test knowledge scores of the students in the intervention group increased significantly compared to the control group (p <0.05). According to the intergroup evaluations, there was no significant difference between the intervention and control groups in terms of care plan scores (p>0.05), whereas the scores for the second burn patient care plan of the intervention group were higher compared to those of the control group. Conclusion The simulation method was found to increase students’ knowledge levels, and the employment of the method in nursing education is recommended.

Determining the frequency of burn wound dressing for clinically competent nursing students: establishing standards based on learning curves

“…For instance, one study indicated that competency in measuring blood pressure, pulse rate, and respiration rate could be achieved after five attempts, whereas changing dry dressings and infusing intravenous fluids required six attempts. According to one study, only 22.4% of nursing students demonstrated adequate knowledge in providing initial care for burn victims [ 13 , 14 ]. Another study highlighted that the majority of nurses exhibited poor knowledge and incompetence in burn care practices.…”

E-learning course for burn care

“…Methods included handbooks, 16 preceptorship programs, 10,17 education sessions, 18 and simulations. 19,20 Furthermore, interactive learning methods, such as case studies, role playing, and reflective exercises, were highly valued by the participants as an effective means of educational delivery. 10 Environmental scan An environmental scan was completed to determine the availability of formal education for RNs caring for patients with burn injuries, including reviewing the websites of and contacting nurse educators at two teaching hospitals in Atlantic Canada with burn units.…”

“…Findings indicated there was moderate evidence from few studies to support a variety of educational methods for RNs providing care to patients with burn injuries. Methods included handbooks,16 preceptorship programs,10,17 education sessions,18 and simulations 19,20. Furthermore, interactive learning methods, such as case studies, role playing, and reflective exercises, were highly valued by the participants as an effective means of educational delivery 10…”

Objective and Subjective Stress Parameters in Response to High and Low-Fidelity Simulation Activities

“…Simulators, models and phantoms allow for the acquisition and consolidation of technical skills related to manual procedures, e.g., cardiopulmonary resuscitation, catheterization, intubation, insertion of an infusion [ 3 ]. There are many scientific reports confirming that simulation is an effective educational tool in the field of medicine, including nursing [ 3 , 4 , 5 , 6 , 7 , 8 , 9 ].…”