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Original Article

The Impact of a Simulation-based Education Program for Emergency Airway Management on Self-efficacy and Clinical Performance among Nurses

Mi-Ja Lee1, Dukyoo Jung2
Korean Journal of Adult Nursing 2014;26(1):1-10.
Published online: February 28, 2014

1Graduate School, Ewha Womans University, Seoul, Korea.

2Division of Nursing Science, College of Health Sciences, Ewha Womans University, Seoul, Korea.

Corresponding author: Jung, Dukyoo. Division of Nursing Science, College of Health Sciences, Ewha Womans University, 52 Ewhayeodae-gil, Seodaemun-gu, Seoul 120-750, Korea. Tel: +82-2-3277-6693, Fax: +82-2-3277-2875, dyjung@ewha.ac.kr
• Received: May 22, 2013   • Revised: October 15, 2013   • Accepted: February 15, 2014

© 2014 Korean Society of Adult Nursing

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  • Purpose
    This study was conducted to test the impact of simulation-based education program for emergency airway management on self-efficacy and clinical performance ability.
  • Methods
    A quasi-experimental non-equivalent control group pre-post test design was used. A total of 60 nurses, 30 nurses assigned to the simulation-based education group and 30 nurses to a traditional lecture group. The treatment group received a lecture, small group workshop and team simulation whereas the comparison group received lectures.
  • Results
    The participants in the simulation-based education group reported significantly higher self-efficacy of emergency airway management compared to participants in the lecture only group (t=5.985, p<.001). The simulation-based education group showed significantly higher clinical performance ability of emergency airway management compared with the lecture group (t=5.532, p<.001).
  • Conclusion
    Simulation-based education was verified to be an effective teaching method to improve the self-efficacy, clinical performance skills of nurses in the learning of emergency airway management.
  • Key Words: Simulation-based education; Emergency airway management; Self efficacy; Clinical performance ability

This article is based on a part of the first author's thesis from Ewha Womans University.

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Table 1
Intervention Content and Data Collection Procedure
kjan-26-1-i001.jpg
Table 2
Subjects Characteristics and Homogeneity Test between Simulation Group and Lecture Group (N=60)
kjan-26-1-i002.jpg
Table 3
Comparison of Self-efficacy and Clinical Performance Ability between Simulation Group and Lecture Group (N=60)
kjan-26-1-i003.jpg

Figure & Data

References

    Citations

    Citations to this article as recorded by  
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      Journal of the Korea Academia-Industrial cooperation Society.2015; 16(1): 408.     CrossRef
    • Effect of Attribution Disposition and Self-Efficacy on Clinical Practice Competence of Nursing Student
      Su Ol Kim, So Myeong Kim
      Journal of Korean Public Health Nursing.2015; 29(3): 452.     CrossRef

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    Korean J Adult Nurs. 2014;26(1):1-10.   Published online February 28, 2014
    DOI: https://doi.org/10.7475/kjan.2014.26.1.1
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    The Impact of a Simulation-based Education Program for Emergency Airway Management on Self-efficacy and Clinical Performance among Nurses
    Korean J Adult Nurs. 2014;26(1):1-10.   Published online February 28, 2014
    DOI: https://doi.org/10.7475/kjan.2014.26.1.1
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    The Impact of a Simulation-based Education Program for Emergency Airway Management on Self-efficacy and Clinical Performance among Nurses
    The Impact of a Simulation-based Education Program for Emergency Airway Management on Self-efficacy and Clinical Performance among Nurses

    Intervention Content and Data Collection Procedure

    Subjects Characteristics and Homogeneity Test between Simulation Group and Lecture Group (N=60)

    Comparison of Self-efficacy and Clinical Performance Ability between Simulation Group and Lecture Group (N=60)

    Table 1 Intervention Content and Data Collection Procedure

    Table 2 Subjects Characteristics and Homogeneity Test between Simulation Group and Lecture Group (N=60)

    Table 3 Comparison of Self-efficacy and Clinical Performance Ability between Simulation Group and Lecture Group (N=60)

    Table 1

    Table 2

    Table 3

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