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Korean J Adult Nurs : Korean Journal of Adult Nursing

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Original Article

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
Korean Journal of Adult Nursing 2016;28(4):447-458.
Published online: August 31, 2016

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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: June 5, 2016   • Revised: August 16, 2016   • Accepted: August 23, 2016

© 2016 Korean Society of Adult Nursing

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.

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  • 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.
  • Key Words: Patient simulation; Knowledge; Education; Cardiopulmonary resuscitation

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

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Figure 1

Research design.

kjan-28-447-g001.jpg
Table 1

Scenario Progression Outline (Ventricular Fibrillation and Asystole Situation)

kjan-28-447-i001.jpg

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

kjan-28-447-i002.jpg

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

Table 3

Comparison of Dependent Variables between Two Groups after Intervention

kjan-28-447-i003.jpg

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.

Figure & Data

References

    Citations

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    DOI: https://doi.org/10.7475/kjan.2016.28.4.447
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    Effectiveness of Student Learning with a Simulation Program focusing on Cardiac Arrest in Knowledge, Self-confidence, Critical Thinking, and Clinical Performance Ability
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    DOI: https://doi.org/10.7475/kjan.2016.28.4.447
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    Effectiveness of Student Learning with a Simulation Program focusing on Cardiac Arrest in Knowledge, Self-confidence, Critical Thinking, and Clinical Performance Ability
    Image
    Figure 1 Research design.

    Figure 1

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

    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.

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

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

    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.
    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.

    Table 1

    Table 2

    Table 3

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