Examining the effect of simulation-based learning on intravenous therapy administration' knowledge, performance, and clinical assessment skills of first-year nursing students

• Published in: Nurse education today Vol. 102; p. 104924
• Main Authors: Uzelli Yilmaz, Derya, Sari, Dilek
• Format: Journal Article
• Language: English
• Published: Scotland Elsevier Ltd 01.07.2021; Elsevier Science Ltd
• Subjects: Catheterization; Clinical assessment; Clinical medicine; Clinical nursing; Clinical skills; Clinical training; Confidence; Educational Environment; Fidelity; Intravenous therapy; Intravenous therapy administration; Learning; Learning environment; Management; Moulage; Nursing; Nursing education; Nursing Students; Professional practice; Quasi-experimental methods; Simulation; Simulation-based learning; Standardized patients; Students; Teaching; Teaching Methods; Nursing education; Standardized patients; Moulage; Simulation-based learning; Intravenous therapy administration
• ISSN: 0260-6917; 1532-2793
• DOI: 10.1016/j.nedt.2021.104924

Most nurses at some point of, or throughout, their career will be involved in infusion care. Therefore, it is important to provide a realistic learning environment to nursing students regarding how to safely practice intravenous (IV) therapy administration. The aim of this study was examining the effect of simulation-based learning on IV therapy administration knowledge, performance and clinical assessment skills of first-year nursing students. This study was a randomized controlled quasi-experimental study. A total of 62 students was included in the study. The students were randomly assigned to either hybrid simulation (HS) (n = 31) or low fidelity simulation (LFS) (n = 31) groups. In the HS group, each student performed in the standardized patients using moulage, and the LFS group each student was performed with mannequin using visuals. Each of the students' level of IV therapy administration knowledge, performance and clinical assessment and satisfaction and self-confidence score was evaluated. After the lecture, demonstration and simulation training, there was a statistically significant difference between groups in terms of knowledge (p < 0.05), IV catheter insertion performance in simulation and clinical (p = 0.00; p = 0.00) and clinical assessment to classify IV therapy complications on real patients (p = 0.00). Also, satisfaction and self-confidence scale scores of the students in the HS were significantly higher than in the LFS group (p = 0.00). However, there was no significant difference in simulation design scale scores between the two groups (p = 0.164). The students in the HS group better transferred they had learned in the teaching environment to clinical practice. Also, the results show that creating an effective environment in simulation had a positive effect on the development of the students' clinical skills.