간호대학생을 위한 섬망환자 시뮬레이션 학습시나리오 개발 및 평가
Development and evaluation of a simulation module of patients with delirium for nursing students
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Purpose: This study aimed to develop a simulation module suited for the clinical situations of elderly patients with delirium, and evaluate its application possibility for nursing students by evaluating its effects. Method: The module was developed in the order of setting learning objectives and situations, developing the algorithm, writing the clinical performance checklist, and debriefing. The algorithm was constructed with a monitor setting, patient/mannequin actions, expected interventions, and cues in chronological order, according to the module progression outline of Jeffries. The outcome measures included students’ knowledge of delirium, clinical competency, and self-directed learning ability in pre- and post-simulation learning. Data were analyzed using SPSS 22.0. Results: After applying the simulation learning scenario, there were significant improvements in students’ knowledge of delirium (t=-5.94, p<.001), clinical competency (t=-5.62, p<.001), and self-directed learning ability (t=-7.25, p<.001). Satisfaction with education was also considerably high (3.76/4). Conclusion: The simulation module for patients with delirium can be very effective in improving nursing students’ knowledge of delirium, clinical competency, and self-directed learning ability. Therefore, it is expected that students will be able to increase their understanding of patients with delirium and improve their delirium nursing capabilities through simulation education.
Abstract
Purpose: This study aimed to develop a simulation module suited for the clinical situations of elderly patients with delirium, and evaluate its application possibility for nursing students by evaluating its effects. Method: The module was developed in the order of setting learning objectives and situations, developing the algorithm, writing the clinical performance checklist, and debriefing. The algorithm was constructed with a monitor setting, patient/mannequin actions, expected interventions, and cues in chronological order, according to the module progression outline of Jeffries. The outcome measures included students’ knowledge of delirium, clinical competency, and self-directed learning ability in pre- and post-simulation learning. Data were analyzed using SPSS 22.0. Results: After applying the simulation learning scenario, there were significant improvements in students’ knowledge of delirium (t=-5.94, p<.001), clinical competency (t=-5.62, p<.001), and self-directed learning ability (t=-7.25, p<.001). Satisfaction with education was also considerably high (3.76/4). Conclusion: The simulation module for patients with delirium can be very effective in improving nursing students’ knowledge of delirium, clinical competency, and self-directed learning ability. Therefore, it is expected that students will be able to increase their understanding of patients with delirium and improve their delirium nursing capabilities through simulation education.
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