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The study aimed to determine the effect of different simulation methods on nursing students' self-confidence, satisfaction, and clinical breastfeeding management knowledge and skills in managing and supporting breastfeeding in the early postpartum period.
This study aimed to investigate the effectiveness of simulation-based training methods in improving the breastfeeding management knowledge and skills of third-year nursing students. The study utilized a quasi-experimental design with pre-test and post-test control groups. The results of the intervention groups that received high-fidelity, hybrid, and telesimulation training were compared with a control group that received traditional training. A clinical follow-up phase was conducted after the interventions to evaluate their impact. The study used various data collection tools to measure different factors, including knowledge and skills, confidence in learning, satisfaction, training satisfaction, and self-assessment of simulations.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| high-fidelity simulation | Experimental | These students participated in a breastfeeding management scenario with a high-fidelity simulation mannikin named Noella S554.100 (n=11). |
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| hybrid simulation | Experimental | These students participated in the same breastfeeding management scenario with a standardized patient (n=11). |
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| telesimulation | Experimental | These students participated in the same breastfeeding management scenario with a standardized patient via Microsoft Teams video conferencing. (n=11) |
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| control | No Intervention | The students in this group were the control group, and no intervention was made. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| high-fidelity simulation | Other | The high-fidelity simulation involved a student and a computer-based mannikin. Prior to the start of the scenario, a pre-briefing session was provided. The scenario was executed with the help of the researcher from the control room. The student's performance during the simulation was recorded with video. Each simulation lasted around 30 minutes. Following the simulation, a debriefing session was held with the student, and feedback was provided. Scales were used to assess the implementation of the practices. |
| Measure | Description | Time Frame |
|---|---|---|
| breastfeeding management knowledge | The researchers developed a measurement tool to assess information. The tool uses a scoring system where correct statements receive one point and incorrect statements receive zero points. The total score ranges from 0 to 47 points. | change from before implemention and 5th week of after practice |
| breastfeeding management skills | The researchers developed a checklist to assess skills. The tool uses a scoring system where correct practice receives one point and incorrect statements receive zero points. The checklist consists of seven sections. The number of items in each section ranges from 4 to 14. | through simulation practices completion, an average of 5 weeks and through clinical practices completion, an average of 5 weeks |
| Evaluation of Breastfeeding Education | The researchers developed a measurement tool to assess breastfeeding education. The form items are evaluated as feeling adequate or inadequate (1 or 0 points). The total score ranges from 0 to 27 points. | change from before implemention and 5th week of after practice |
| Measure | Description | Time Frame |
|---|---|---|
| students' self-confidence and satisfaction | It is a scale published by the National League for Nurses (NLN) to measure students' attitudes and beliefs about simulation.The highest score that can be obtained from the scale is 65 and the lowest score is 13. | through simulation practices completion, an average of 5 weeks |
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Inclusion Criteria:
The voluntarily agree to participate in the study Not having experience with simulation Being a 3rd year nursing undergraduate student not working as a nurse
Exclusion Criteria:
During the study, participants must complete all forms, attend all theoretical training, and remain in the study until completion.
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| Name | Affiliation | Role |
|---|---|---|
| sümeyye bakır, master | Ege University | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Sümeyye Bakır | Izmir | 35040 | Turkey (Türkiye) |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 26521497 | Background | Sittner BJ, Aebersold ML, Paige JB, Graham LL, Schram AP, Decker SI, Lioce L. INACSL Standards of Best Practice for Simulation: Past, Present, and Future. Nurs Educ Perspect. 2015 Sep-Oct;36(5):294-8. doi: 10.5480/15-1670. | |
| 34146847 | Background | Toruner EK, Altay N, Arpaci T, Sari Ozturk C, Ceylan C, Yildiz S, Cakir G. The development of a self-evaluation scale for simulation laboratory practices. Nurse Educ Today. 2021 Sep;104:104990. doi: 10.1016/j.nedt.2021.104990. Epub 2021 Jun 2. |
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The researchers intend to publish the study as an article
from January 2025
the article is planned to be published as open access
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| ID | Term |
|---|---|
| D001942 | Breast Feeding |
| ID | Term |
|---|---|
| D005247 | Feeding Behavior |
| D001519 | Behavior |
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prospective, parallel, randomized, controlled quasi-experiment
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The students who participated in the research were unaware of which group they were assigned to and attended the practices accordingly. During the clinical follow-up phase, a clinical breastfeeding nurse evaluated the practices using a checklist but did not know which group the students belonged to.
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| hybrid simulation | Other | The hybrid simulation involved a student and a standardized patient. The patient wore a wearable breast model and held a model baby. Prior to the start of the scenario, a pre-briefing session was provided. The student's performance during the simulation was recorded with video. Each simulation lasted around 30 minutes. Following the simulation, a debriefing session was held with the student, and feedback was provided. Scales were used to assess the implementation of the practices. |
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| telesimulation | Other | The telesimulation involved a student and a standardized patient. The patient wore a wearable breast model and held a model baby. Students and patients communicated via video conferencing. Prior to the start of the scenario, a pre-briefing session was provided. The student's performance during the simulation was recorded with video. Each simulation lasted around 30 minutes. Following the simulation, a debriefing session was held with the student, and feedback was provided. Scales were used to assess the implementation of the practices. |
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| self-evaluation |
The self-report scale assesses the impact of simulation lab practices on nursing students' professional knowledge, skills, and attitudes.The lowest score that can be obtained from the scale is 0 and the highest score is 92. |
| through simulation practices completion, an average of 5 weeks |
| education methods satisfaction | It evaluates the degree of contentment of the student with the teaching methodology implemented.In evaluating the satisfaction with training methods, students are scored from 20 to 80. | through simulation practices completion, an average of 5 weeks and through clinical practices completion, an average of 5 weeks |
| 36335322 | Background | Moloney M, Murphy L, Kingston L, Markey K, Hennessy T, Meskell P, Atkinson S, Doody O. Final year undergraduate nursing and midwifery students' perspectives on simulation-based education: a cross-sectional study. BMC Nurs. 2022 Nov 6;21(1):299. doi: 10.1186/s12912-022-01084-w. |