The Impact of a New Pedagogical Intervention on Nursing Students’ Knowledge Acquisition in Simulation-Based Learning: A Quasi-Experimental Study
Simulation-based learning is an effective technique for teaching nursing students’ skills and knowledge related to patient deterioration. This study examined students’ acquisition of theoretical knowledge about symptoms, pathophysiology, and nursing actions after implementing an educational interven...
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| Format: | Article |
| Language: | English |
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Wiley
2018-01-01
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| Series: | Nursing Research and Practice |
| Online Access: | http://dx.doi.org/10.1155/2018/7437386 |
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| author | Thor Arne Haukedal Inger Åse Reierson Hanne Hedeman Ida Torunn Bjørk |
| author_facet | Thor Arne Haukedal Inger Åse Reierson Hanne Hedeman Ida Torunn Bjørk |
| author_sort | Thor Arne Haukedal |
| collection | DOAJ |
| description | Simulation-based learning is an effective technique for teaching nursing students’ skills and knowledge related to patient deterioration. This study examined students’ acquisition of theoretical knowledge about symptoms, pathophysiology, and nursing actions after implementing an educational intervention during simulation-based learning. A quasi-experimental study compared theoretical knowledge among two groups of students before and after implementation of the intervention. The intervention introduced the following new components to the existing technique: a knowledge test prior to the simulation, video-recording of the performance, and introduction of a structured observation form used by students and facilitator during observation and debriefing. The intervention group had significantly higher scores on a knowledge test conducted after the simulations in comparison to the scores in the control group. In both groups scores were highest on knowledge of symptoms and lowest on knowledge of pathophysiology; the intervention group had significantly higher scores than the control group on both topics. Students’ theoretical knowledge of patient deterioration may be enhanced by improving the students’ prerequisites for learning and by strengthening debriefing after simulation. |
| format | Article |
| id | doaj-art-7d013b219bd14b9c85e136de7efffc2d |
| institution | OA Journals |
| issn | 2090-1429 2090-1437 |
| language | English |
| publishDate | 2018-01-01 |
| publisher | Wiley |
| record_format | Article |
| series | Nursing Research and Practice |
| spelling | doaj-art-7d013b219bd14b9c85e136de7efffc2d2025-08-20T02:07:12ZengWileyNursing Research and Practice2090-14292090-14372018-01-01201810.1155/2018/74373867437386The Impact of a New Pedagogical Intervention on Nursing Students’ Knowledge Acquisition in Simulation-Based Learning: A Quasi-Experimental StudyThor Arne Haukedal0Inger Åse Reierson1Hanne Hedeman2Ida Torunn Bjørk3Department of Nursing and Health Sciences, University of South-Eastern Norway, Post Box 235, 3603 Kongsberg, NorwayDepartment of Nursing and Health Sciences, University of South-Eastern Norway, Post Box 235, 3603 Kongsberg, NorwayDepartment of Nursing and Health Sciences, University of South-Eastern Norway, Post Box 235, 3603 Kongsberg, NorwayDepartment of Nursing and Health Sciences, University of South-Eastern Norway, Post Box 235, 3603 Kongsberg, NorwaySimulation-based learning is an effective technique for teaching nursing students’ skills and knowledge related to patient deterioration. This study examined students’ acquisition of theoretical knowledge about symptoms, pathophysiology, and nursing actions after implementing an educational intervention during simulation-based learning. A quasi-experimental study compared theoretical knowledge among two groups of students before and after implementation of the intervention. The intervention introduced the following new components to the existing technique: a knowledge test prior to the simulation, video-recording of the performance, and introduction of a structured observation form used by students and facilitator during observation and debriefing. The intervention group had significantly higher scores on a knowledge test conducted after the simulations in comparison to the scores in the control group. In both groups scores were highest on knowledge of symptoms and lowest on knowledge of pathophysiology; the intervention group had significantly higher scores than the control group on both topics. Students’ theoretical knowledge of patient deterioration may be enhanced by improving the students’ prerequisites for learning and by strengthening debriefing after simulation.http://dx.doi.org/10.1155/2018/7437386 |
| spellingShingle | Thor Arne Haukedal Inger Åse Reierson Hanne Hedeman Ida Torunn Bjørk The Impact of a New Pedagogical Intervention on Nursing Students’ Knowledge Acquisition in Simulation-Based Learning: A Quasi-Experimental Study Nursing Research and Practice |
| title | The Impact of a New Pedagogical Intervention on Nursing Students’ Knowledge Acquisition in Simulation-Based Learning: A Quasi-Experimental Study |
| title_full | The Impact of a New Pedagogical Intervention on Nursing Students’ Knowledge Acquisition in Simulation-Based Learning: A Quasi-Experimental Study |
| title_fullStr | The Impact of a New Pedagogical Intervention on Nursing Students’ Knowledge Acquisition in Simulation-Based Learning: A Quasi-Experimental Study |
| title_full_unstemmed | The Impact of a New Pedagogical Intervention on Nursing Students’ Knowledge Acquisition in Simulation-Based Learning: A Quasi-Experimental Study |
| title_short | The Impact of a New Pedagogical Intervention on Nursing Students’ Knowledge Acquisition in Simulation-Based Learning: A Quasi-Experimental Study |
| title_sort | impact of a new pedagogical intervention on nursing students knowledge acquisition in simulation based learning a quasi experimental study |
| url | http://dx.doi.org/10.1155/2018/7437386 |
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