Effectiveness Of Different Simulation Methods As A Traini... | NCT04746898

Status Module

Name	Class
Nurten Taşdemir Assoc. Prof. PhD.	UNKNOWN

Description Module

Detailed Description

Cardiac arrest is an important health problem and cause death all over the world. In the event of an arrest, the initiation of emergency resuscitation increases survival rates by 3-fold. Although basic life support is vital, unfortunately the level of knowledge on the subject is quite low. When the nursing programs are examined, it is seen that the first aid emergency care course is included in the nursing undergraduate education plan of Higher Education Institutions Core Program. It is seen that theoretical and clinical applications are carried out in the scope of First Aid and Emergency Care Nursing course.

Clinical practice is an essential part of nursing education. However, during clinical practice, factors such as inadequacy of clinical application areas, not feeling ready for students, fear of harming the patient and making mistakes, increasing student / instructor ratio increase the anxiety levels of students and thus prevent students from making patient care correctly and completely. During clinical practice, students should realize their practices by paying attention to the values and rights of the patients and it is very important to ensure patient safety.

Technological advances, which allow for the recurrence of clinical skills and the opportunity to experience rare clinical conditions, enable students to work with models that act as real patients in environments similar to actual clinical settings. While providing this, it is a teaching method that maintains the safety of the patient, improves the ability of skill by learning and provides learning opportunity without fear of harm to the patient. However, there are many positive features such as increasing students' motivation, encouraging learning and increasing self-confidence. Computer-aided simulation and virtual reality applications developed within the scope of experience-based teaching design are enriched with feedback and increase learning outcomes. Considering all these, the use of simulation practices and tools in nursing education is rapidly increasing.

The didactic teaching and learned procedures, which are among the various advantages of simulations, are considered as a learning tool that will increase the success in healthcare practices, thanks to the opportunity to apply them to patients. However, expensive simulators that are dependent on teaching in terms of design, space and feedback have accessibility problems. For this reason, this study has been planned in order to determine the method required to ensure effective education of vital first aid applications and firstly the basic life support application and to determine the most effective method to ensure the best integration into education in this rapidly advancing period of technology.

Arms/Interventions Module

Arm Groups

Label	Type	Description	Intervention Names
Virtual Reality Training Group (VR group)	Experimental	The students in the first group received basic life support practice training with virtual reality applications.	Other: Virtual Reality Training
High Fidelity Simulation Training Group (HFS group)	Experimental	The students in the second group received basic life support practice training with high fidelity simulators.	Other: High Fidelity Simulation Training
Low Fidelity Simulation Training Group (LFS group)	Experimental	The students in the third group received basic life support practice training with the classical method, low-reality mannequin.	Other: Low Fidelity Simulation Training

Interventions

Name	Type	Description	Arm Group Labels	Other Names
Virtual Reality Training	Other	Students received their basic life support application training through virtual reality glasses with special software.	Virtual Reality Training Group (VR group)

Outcomes Module

Primary Outcomes

Measure	Description	Time Frame
Decreasing mortality and morbidity rates by increasing knowledge and skills of basic life support.	Unfortunately, the level of knowledge of health professionals about the essential life support application is very low. Nursing students who are highly likely to encounter patients with basic life support indications due to their professions will have a positive effect on survival rates if they graduate competently on this subject.	6 months
To determine the most effective method by evaluating students' knowledge level on the subject with the basic life support information assessment form	Technological developments that allow the repetition of clinical skills and the opportunity to experience rare clinical situations offer students the opportunity to work with models that behave like real patients in environments similar to real clinical settings. Determining the effective method in the education of a practice that is of vital importance such as basic life support will contribute to the effective increase of knowledge and skills of healthcare professionals and students studying in this field. The knowledge level of students about basic life support will be evaluated with a knowledge assessment form.	6 months
Determining an effective education method by evaluating basic life support practice skills after the education of students with different simulation methods.	The basic life support training of the students was applied with different simulation methods. After the training, the basic life support practice skills of the students were evaluated with the practice evaluation form prepared according to the AHA 2015 guide. Determining the effective method will contribute to the effective acquisition of practical skills to students.	6 months
To increase students' self-confidence and satisfaction levels about the practice after basic life support practice training	The students of our age, known as the generation Z, grow up with technology. The integration of different technological developments into education attracts their attention and increases their motivation. This increases students' self-confidence and satisfaction levels after training. Increasing satisfaction and self-confidence increases students' interest in education and their learning capacity. Thus, the acquisition and permanence of information on the subject increases. Student Satisfaction and Self-Confidence Scale was used to measure students' levels of satisfaction and self-confidence. The highest score that can be obtained from the scale is 65 and the lowest score is 13. High score that can be obtained from the total of the scale indicates high satisfaction and self-confidence.

Eligibility Module