Nursing Practice Combined with Scene Simulation Teaching Mode in Standardized Training and Teaching for Newly Recruited Nurses in Post Anesthesia Care Unit
Abstract
Background: To explore the application of nursing practice combined with scene simulation teaching mode in standardized training and teaching for newly recruited nurses in Post Anesthesia Care Unit (PACU) and its impact on their emergency response ability and competence.
Methods: From Jan 2019 to Jan 2020, a total of 120 PACU nurses with professional qualification certificates in West China Hospital Sichuan University, Chengdu, China were enrolled and randomized into group A (n=60) and group B (n=60). Conventional standardized PACU training and teaching was applied in group B, and nursing practice combined with scene simulation teaching mode was applied in group A. After training for 12 weeks, the examination scores, competence and emergency response ability in the two groups were compared.
Results: After training, the scores of theoretical examination, comprehensive scene simulation and nursing document in group A were conspicuously higher than those in group B (P<0.001). After training, the competence and emergency response ability in group A were significantly higher than those in group B (P<0.001).
Conclusion: With a better training effect, nursing practice combined with scene simulation teaching mode can enhance the emergency response ability and competence for nurses in PACU, which should be promoted in practice.
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19. Haugland VL, Reime MH (2018). Scenario-based simulation training as a method to increase nursing students' competence in demanding situations in dementia care. A mixed method study. Nurse Educ Pract, 33:164-171.
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24. Dean J, Gallagher-Ford L, Connor L (2021). Evidence-Based Practice: A New Dis-semination Guide. Worldviews Evid Based Nurs, 18(1):4-7.
25. Das Gecim GY, Esin MN (2021). A self-management programme for work ability and quality of life in nurses aged 45 years and over: A randomized controlled trial. Int J Nurs Pract,27(6): e12963.
2. Beattie J, Innes K, Bowles KA, Williams C, Morphet J (2021). Changing nursing practice in response to musculoskeletal l pain and injury in the emergency nursing profession: What are we missing? Aus-tralas Emerg Care, 28; S2588-994X (21)00034-8.
3. Bertocchi L, Ferraresi A, Agostinelli V, et al (2020). Perspectives in Nursing Educa-tion: From Paper Standardized Taxono-mies to Electronic Records Applied in Nursing Practice. In: International Con-ference in Methodologies and intelligent Systems for Techhnology Enhanced Learning. Springer, Cham.
4. Powers SC, Morris MH, Flynn H, Perry J (2019). Faculty-Led Role-Play Simulation: Going Live to Teach Patient-Centered Care to Nursing Students. J Nurs Educ, 58(11):665-668.
5. Agana M, Vos D, Williams M, Baumgartner H, Soares N (2020). Using Simulation in Training Pediatric Residents on Neonatal Abstinence Syndrome Scoring: An Ex-perimental Study. Adv Neonatal Care, 20(5):E85-E92.
6. Peet J, Theobald KA, Douglas C (2022). Building safety cultures at the frontline: An emancipatory Practice Development approach for strengthening nursing sur-veillance on an acute care ward. J Clin Nurs, 31(5-6):642-656.
7. Luo QQ, Marcia, et al (2018). A review of clinical reasoning in nursing educa-tion:based on high-fidelity simulation teaching method. Frontiers of Nursing,
8. van Schothorst-van Roekel J, Weggelaar-Jansen AMJWM, Hilders CCGJM, et al (2021). Nurses in the lead: a qualitative study on the development of distinct nursing roles in daily nursing practice. BMC Nurs, 20(1):97.
9. Aleman KM, Chipman M, Peck JL, Hughes AK, Murphey C (2021). Direct to con-sumer genetic and genomic testing with associated implications for advanced nursing practice. J Am Assoc Nurse Pract, 34(2):381-388.
10. Boswell C, Mintz-Binder R, Batcheller J, Al-len P, Baker KA (2021). Capturing the Impact of the Doctor of Nursing Practice Degree on West Texas Health Care. J Contin Educ Nurs, 52(4):192-197.
11. Coleman D, McLaughlin D (2019). Using simulated patients as a learning strategy to support undergraduate nurses to develop patient-teaching skills. Br J Nurs, 28(20):1300-1306.
12. Edwards S, Lee M, Sluman K (2018). Stu-dent-led simulation: preparing students for leadership. Nurs Manag (Harrow), 2018.e1778.
13. Whitehead A, Williams L, Mayer J, et al (2018). O20 In-situ simulation to improve confidence of recovery staff in emergen-cy scenarios. In: Abstracts of the Asso-ciation for Simulated Practice in Healthcare 9th Annual Conference, 13th to 15th November 2018, Southport The-atre and Convention Centre, UK.
14. Sutherland JL, Palmer D, Reuther P, Leiby P (2021). Integrating Home Care: An Inno-vative Approach for Simulation Learning. J Nurs Educ, 60(3):172-176.
15. Murdoch C, Mcbain L, Moulds Y, et al (2020). PG106 In-situ interprofessional simulation in the emergency department. In: Abstracts of the ASPiH 2020 Virtual Conference, 10–11 November 2020.
16. Wyk R V, Labuschagne M J, Joubert G (2020). Simulation as an educational strat-egy to deliver interprofessional education. African Journal of Health Professions Education, 12(2):74.
17. Chagas M E, Pereira-Vila F, FGB Góes, et al (2021). Avaliao do debriefing na simulao clínica no ensino em enfermagem. Enfer-magem em Foco, 11(4).
18. Gomes A, Salvador P, Goulart C F, et al (2020). Innovative Methodologies to Teach Patient Safety in Undergraduate Nursing: Scoping Review. Aquichan, 20(1):1-14.
19. Haugland VL, Reime MH (2018). Scenario-based simulation training as a method to increase nursing students' competence in demanding situations in dementia care. A mixed method study. Nurse Educ Pract, 33:164-171.
20. Karnju I, Prosen M, Licen S (2020). The in-troduction of simulations as a contempo-rary learning and teaching method in un-dergraduate nursing education: A descrip-tive study. Journal of Elementary Education, 13, Sp. Iss., pp. 9–24.
21. Moabi PS (2018). Simulation-based educa-tion (SBE): an innovative clinical teaching methodology that enhances quality nurs-ing education and patient's safety. In: 4th Southern African Quality Assurance Network Conference on Quality Assur-ance in Higher Education.
22. Rashwan ZI, El Sheshtawy OR, Abdelhalim GE, Eweida RS, Khamis GM (2021). Scenario-based clinical simulation: Bridg-ing the gap between intern-students' anx-iety and provision of holistic nursing care for preterm neonates. Nurse Educ Pract, 54:103121.
23. Mcnaughten B, Junk C, Diamond C, et al (2019). SC36 Teaching new staff to raise concerns using the PACE approach and high fidelity simulation. In: Abstracts of the Association of Simulated Practice in Healthcare, 10th Annual Conference, Bel-fast, UK, 4–6 November 2019.
24. Dean J, Gallagher-Ford L, Connor L (2021). Evidence-Based Practice: A New Dis-semination Guide. Worldviews Evid Based Nurs, 18(1):4-7.
25. Das Gecim GY, Esin MN (2021). A self-management programme for work ability and quality of life in nurses aged 45 years and over: A randomized controlled trial. Int J Nurs Pract,27(6): e12963.
| Files | ||
| Issue | Vol 51 No 4 (2022) | |
| Section | Original Article(s) | |
| DOI | https://doi.org/10.18502/ijph.v51i4.9244 | |
| Keywords | ||
| Nursing practice Scene simulation teaching mode Post anesthesia care unit (PACU) | ||
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
How to Cite
1.
Guo L, Yin X, Zeng X, Tang L, Zhang D. Nursing Practice Combined with Scene Simulation Teaching Mode in Standardized Training and Teaching for Newly Recruited Nurses in Post Anesthesia Care Unit. Iran J Public Health. 2022;51(4):831-838.
