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The use of simulation in nursing education is an effective way to provide professional skills and enrich learning experiences while protecting patient safety. When the literature is examined, it is seen that simulation is frequently used in advanced life support training. The aim of the study is to examine the effects of advanced life support training in adults, which will be carried out with high-reality simulator/model simulation, web-based simulation and hybrid simulation methods, on the knowledge and skills of nursing students. It has been determined that training provided with hybrid simulation contributes to the professional development of students by creating individualized and interactive learning environments, and that students can more easily transfer the knowledge they have acquired in the educational environment to clinical practice. As a hybrid simulation method in the study; It is planned to use a combination of high-reality simulator/model, which has been proven to be effective in the development of psychomotor skills, and the web-based simulation method, which is effective in creating permanent learning by allowing students to repeat more. It is anticipated that the web-based simulation method will be effective in providing permanent learning as it gives learners the opportunity to repeat during/after the training. Based on these assumptions, it is planned to develop an adult advanced life support training program consisting of theory and practice, in which the development of students' professional skills is supported through hybrid simulation applications, and the students are provided with the opportunity to repeat. Since the study tests 3 different interventions, it is anticipated that it will lay the groundwork for subsequent studies and provide comprehensive information about simulation-based education practices.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Intervention Group 1 | Experimental | The first group will receive advanced life support training with a high fidelity simulator. |
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| Intervention Group 2 | Experimental | The second group will receive advanced life support training with web-based simulation method. |
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| Intervention Group 3 | Experimental | The third group will receive advanced life support training with a hybrid simulation method using both high reality simulator and web-based simulation. |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Advanced life support training with high fidelity simulator | Other | The training consists of theoretical and practical training. The length of the training is 15 hours in total, 12 hours of theoretical and 3 hours of laboratory practice. Theoretical courses start with introductions and sharing the content of the training and aim to provide the basic professional knowledge and skills required for advanced life support practice (diagnosis of cardiac arrest, ensuring airway patency, monitoring, cardiac rhythm diagnosis, drugs used during advanced life support, advanced life support algorithm). The laboratory practices of the training is carried out with a high reality simulator in line with the information, scenario implementation and debriefing sessions, respectively. |
| Measure | Description | Time Frame |
|---|---|---|
| Advanced Life Support Knowledge Test | It was developed by the researchers in line with the literature to determine the level of knowledge of the participants about advanced life support practice. | before training, immediately after training, 4 month after training |
| Advanced Life Support Skill Checklist | It was developed by the researcher based on the European Resuscitation Council 2021 Advanced Life Support Algorithm. | before training, immediately after training, 4 month after training |
| Measure | Description | Time Frame |
|---|---|---|
| Student Satisfaction and Self-confidence in Learning Scale | The scale was developed by Jeffries and Rizzolo in 2006. The Turkish validity and reliability study of the scale was conducted by Ünver et al. in 2015. The scale aims to determine students' satisfaction and self-confidence towards learning in simulation environment. The scale consists of two sub-dimensions, "Satisfaction with Current Learning" and "Confidence in Learning", and a total of 12 items. The scale is a 5-point Likert scale (1: Strongly disagree, 2: Disagree, 3: Undecided, 4: Agree, 5: Strongly Agree) and each item is scored as 1 being the lowest and 5 being the highest. The higher the total score obtained from the scale, the higher the student satisfaction and self-confidence in learning. |
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Inclusion Criteria:
Exclusion Criteria:
Disqualification criteria:
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Istanbul University-Cerrahpaşa, Florence Nightingale Faculty of Nursing | Istanbul | Avcılar | 34320 | Turkey (Türkiye) |
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| Advanced life support training with web-based simulation | Other | The training consists of theoretical and practical training. The length of the training is 15 hours in total, 12 hours of theoretical and 3 hours of laboratory practice. Theoretical courses start with introductions and sharing the content of the training and aim to provide the basic professional knowledge and skills required for advanced life support practice (diagnosis of cardiac arrest, ensuring airway patency, monitoring, cardiac rhythm diagnosis, drugs used during advanced life support, advanced life support algorithm). The laboratory practices of the training is carried out by web-based simulation method. Students participate in the web-based simulation application developed by the researcher. |
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| Advanced life support training with hybrid simulation | Other | The training consists of theoretical and practical training. The length of the training is 15 hours in total, 12 hours of theoretical and 3 hours of laboratory practice. Theoretical courses start with introductions and sharing the content of the training and aim to provide the basic professional knowledge and skills required for advanced life support practice (diagnosis of cardiac arrest, ensuring airway patency, monitoring, cardiac rhythm diagnosis, drugs used during advanced life support, advanced life support algorithm). The laboratory practices of the training is carried out with the hybrid simulation method in which high reality simulator and web-based simulation method are applied together. Students first apply the web-based simulation developed by the researcher. Then they perform the practice on the high reality simulator. |
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| immediately after training |
| Simulation Design Scale | The scale was developed by Jeffries and Rizzolo in 2006 and the Turkish validity and reliability study was conducted by Ünver et al. in 2015. The scale consists of 20 items and 2 sections. The first part measures simulation design elements, and the second part measures how important the simulation application is for students. An increase in the total score obtained in the first part of the scale indicates that the best simulation design elements are applied in the simulation application; an increase in the total score obtained from the second part indicates that the importance given by the student to the simulation experience is high. | immediately after training |
| Semi-structured Interview Form | In this study, a semi-structured interview form developed by the researchers in line with the literature was used to determine the opinions of the students participating in the Advanced Life Support in Adults Training Program about the training program. The form consists of questions aimed at determining the theoretical content of the training program, the effectiveness of teaching methods (web-based simulation, simulation with high reality simulator, hybrid simulation), the effects of the training on learning retention, and suggestions for improving the training program. | immediately after training |