The effect of using standardized patients in the Simulated Hospital Environment on first-year nursing students psychomotor skills learning
The aim of this study was to determine the effect of using standardized patients in the Simulated Hospital Environment on first-year nursing students' psychomotor skills. This semi-experimental study was carried out in the one-group pretest-posttest design. Students performed the psychomotor sk...
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| Veröffentlicht in: | Nurse education today 2021-12, Vol.107, p.105147-105147, Article 105147 |
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| container_title | Nurse education today |
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| creator | Kol, Emine Ince, Serpil Işik, Rabiye Demir Ilaslan, Emine Mamakli, Sümer |
| description | The aim of this study was to determine the effect of using standardized patients in the Simulated Hospital Environment on first-year nursing students' psychomotor skills.
This semi-experimental study was carried out in the one-group pretest-posttest design. Students performed the psychomotor skills in the Non-Simulated Clinical Skill Laboratory and Simulated Hospital Environment. The skill performances of the students were evaluated with the Objective Structured Clinical Assessment form. At the same time, students' views on both environments were received.
Students' mean Objective Structured Clinical Assessment score in the Simulated Hospital Environment (69.42 ± 10.94) was significantly higher than their mean score in the Non-Simulated Clinical Skill Laboratory (57.07 ± 10.05) (p |
| doi_str_mv | 10.1016/j.nedt.2021.105147 |
| format | Article |
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This semi-experimental study was carried out in the one-group pretest-posttest design. Students performed the psychomotor skills in the Non-Simulated Clinical Skill Laboratory and Simulated Hospital Environment. The skill performances of the students were evaluated with the Objective Structured Clinical Assessment form. At the same time, students' views on both environments were received.
Students' mean Objective Structured Clinical Assessment score in the Simulated Hospital Environment (69.42 ± 10.94) was significantly higher than their mean score in the Non-Simulated Clinical Skill Laboratory (57.07 ± 10.05) (p < 0.05). The differences in scores were particularly significant in the stages of meeting the patient, performing the procedure in accordance with the steps and ending the procedure. The majority of the students stated that they could not do some applications in the Non-Simulated Clinical Skill Laboratory in a similar way to the hospital clinic (85.9%), and they felt like they were in a real hospital clinic in the Simulated Hospital Environment (100%).
The results showed that students developed psychomotor skills more fully in a learning environment designed in a similar way to a real hospital clinic setting.
•First-year nursing students may experience intense anxiety and fear when they encounter the clinical setting•For the first-year nursing students, skill laboratories should be a learning environment designed in a similar way to a real clinic setting•Simulated hospital environments help the first-year nursing students realize their responsibilities for patient care•First-year nursing students can develop psychomotor skills more easily in a simulated hospital clinic environment</description><identifier>ISSN: 0260-6917</identifier><identifier>EISSN: 1532-2793</identifier><identifier>DOI: 10.1016/j.nedt.2021.105147</identifier><language>eng</language><publisher>Edinburgh: Elsevier Ltd</publisher><subject>Clinical assessment ; Clinical simulation ; Clinical skills ; Educational Environment ; Forms ; Hospitals ; Laboratories ; Learning environment ; Nursing ; Nursing education ; Nursing Students ; Pretests Posttests ; Psychomotor Skills ; Skills ; Standardized patient ; Standardized patients ; Students</subject><ispartof>Nurse education today, 2021-12, Vol.107, p.105147-105147, Article 105147</ispartof><rights>2021</rights><rights>Copyright Elsevier Science Ltd. Dec 2021</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c361t-3758dd43e43663b278f27c7e64309e7c405c88e6ab81ff1bddbd476f9c967dc63</citedby><cites>FETCH-LOGICAL-c361t-3758dd43e43663b278f27c7e64309e7c405c88e6ab81ff1bddbd476f9c967dc63</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.sciencedirect.com/science/article/pii/S0260691721004044$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,776,780,3536,27903,27904,30978,65309</link.rule.ids></links><search><creatorcontrib>Kol, Emine</creatorcontrib><creatorcontrib>Ince, Serpil</creatorcontrib><creatorcontrib>Işik, Rabiye Demir</creatorcontrib><creatorcontrib>Ilaslan, Emine</creatorcontrib><creatorcontrib>Mamakli, Sümer</creatorcontrib><title>The effect of using standardized patients in the Simulated Hospital Environment on first-year nursing students psychomotor skills learning</title><title>Nurse education today</title><description>The aim of this study was to determine the effect of using standardized patients in the Simulated Hospital Environment on first-year nursing students' psychomotor skills.
This semi-experimental study was carried out in the one-group pretest-posttest design. Students performed the psychomotor skills in the Non-Simulated Clinical Skill Laboratory and Simulated Hospital Environment. The skill performances of the students were evaluated with the Objective Structured Clinical Assessment form. At the same time, students' views on both environments were received.
Students' mean Objective Structured Clinical Assessment score in the Simulated Hospital Environment (69.42 ± 10.94) was significantly higher than their mean score in the Non-Simulated Clinical Skill Laboratory (57.07 ± 10.05) (p < 0.05). The differences in scores were particularly significant in the stages of meeting the patient, performing the procedure in accordance with the steps and ending the procedure. The majority of the students stated that they could not do some applications in the Non-Simulated Clinical Skill Laboratory in a similar way to the hospital clinic (85.9%), and they felt like they were in a real hospital clinic in the Simulated Hospital Environment (100%).
The results showed that students developed psychomotor skills more fully in a learning environment designed in a similar way to a real hospital clinic setting.
•First-year nursing students may experience intense anxiety and fear when they encounter the clinical setting•For the first-year nursing students, skill laboratories should be a learning environment designed in a similar way to a real clinic setting•Simulated hospital environments help the first-year nursing students realize their responsibilities for patient care•First-year nursing students can develop psychomotor skills more easily in a simulated hospital clinic environment</description><subject>Clinical assessment</subject><subject>Clinical simulation</subject><subject>Clinical skills</subject><subject>Educational Environment</subject><subject>Forms</subject><subject>Hospitals</subject><subject>Laboratories</subject><subject>Learning environment</subject><subject>Nursing</subject><subject>Nursing education</subject><subject>Nursing Students</subject><subject>Pretests Posttests</subject><subject>Psychomotor Skills</subject><subject>Skills</subject><subject>Standardized patient</subject><subject>Standardized patients</subject><subject>Students</subject><issn>0260-6917</issn><issn>1532-2793</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNp9kU9PHCEYh0ljk662X6Ankl56mZU_MzCTeGmMVRMTD9ozYeGlsp2BERiT9SP4qcu6njx4Inl5fr-88CD0nZI1JVScbtcBbFkzwmgddLSVn9CKdpw1TA78CK0IE6QRA5Vf0HHOW0JILxlfoZf7B8DgHJiCo8NL9uEvzkUHq5P1z2DxrIuHUDL2AZcK3_lpGXWpN1cxz77oEV-EJ59imCqGY8DOp1yaHeiEw5LeGhf7WjLnnXmIUywx4fzPj2PGYwVDhb6iz06PGb69nSfoz--L-_Or5ub28vr8101juKCl4bLrrW05tFwIvmGyd0waCaLlZABpWtKZvgehNz11jm6s3dhWCjeYQUhrBD9BPw-9c4qPC-SiJp8NjKMOEJesWCeF6FpBeUV_vEO3cUmhbqeYoEPbd52QlWIHyqSYcwKn5uQnnXaKErXXo7Zqr0ft9aiDnho6O4SgPvXJQ1LZ1H82YH2qMpSN_qP4f5Wqm7M</recordid><startdate>202112</startdate><enddate>202112</enddate><creator>Kol, Emine</creator><creator>Ince, Serpil</creator><creator>Işik, Rabiye Demir</creator><creator>Ilaslan, Emine</creator><creator>Mamakli, Sümer</creator><general>Elsevier Ltd</general><general>Elsevier Science Ltd</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>ASE</scope><scope>FPQ</scope><scope>K6X</scope><scope>NAPCQ</scope><scope>7X8</scope></search><sort><creationdate>202112</creationdate><title>The effect of using standardized patients in the Simulated Hospital Environment on first-year nursing students psychomotor skills learning</title><author>Kol, Emine ; Ince, Serpil ; Işik, Rabiye Demir ; Ilaslan, Emine ; Mamakli, Sümer</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c361t-3758dd43e43663b278f27c7e64309e7c405c88e6ab81ff1bddbd476f9c967dc63</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Clinical assessment</topic><topic>Clinical simulation</topic><topic>Clinical skills</topic><topic>Educational Environment</topic><topic>Forms</topic><topic>Hospitals</topic><topic>Laboratories</topic><topic>Learning environment</topic><topic>Nursing</topic><topic>Nursing education</topic><topic>Nursing Students</topic><topic>Pretests Posttests</topic><topic>Psychomotor Skills</topic><topic>Skills</topic><topic>Standardized patient</topic><topic>Standardized patients</topic><topic>Students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Kol, Emine</creatorcontrib><creatorcontrib>Ince, Serpil</creatorcontrib><creatorcontrib>Işik, Rabiye Demir</creatorcontrib><creatorcontrib>Ilaslan, Emine</creatorcontrib><creatorcontrib>Mamakli, Sümer</creatorcontrib><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>British Nursing Index</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>British Nursing Index</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><jtitle>Nurse education today</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Kol, Emine</au><au>Ince, Serpil</au><au>Işik, Rabiye Demir</au><au>Ilaslan, Emine</au><au>Mamakli, Sümer</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The effect of using standardized patients in the Simulated Hospital Environment on first-year nursing students psychomotor skills learning</atitle><jtitle>Nurse education today</jtitle><date>2021-12</date><risdate>2021</risdate><volume>107</volume><spage>105147</spage><epage>105147</epage><pages>105147-105147</pages><artnum>105147</artnum><issn>0260-6917</issn><eissn>1532-2793</eissn><abstract>The aim of this study was to determine the effect of using standardized patients in the Simulated Hospital Environment on first-year nursing students' psychomotor skills.
This semi-experimental study was carried out in the one-group pretest-posttest design. Students performed the psychomotor skills in the Non-Simulated Clinical Skill Laboratory and Simulated Hospital Environment. The skill performances of the students were evaluated with the Objective Structured Clinical Assessment form. At the same time, students' views on both environments were received.
Students' mean Objective Structured Clinical Assessment score in the Simulated Hospital Environment (69.42 ± 10.94) was significantly higher than their mean score in the Non-Simulated Clinical Skill Laboratory (57.07 ± 10.05) (p < 0.05). The differences in scores were particularly significant in the stages of meeting the patient, performing the procedure in accordance with the steps and ending the procedure. The majority of the students stated that they could not do some applications in the Non-Simulated Clinical Skill Laboratory in a similar way to the hospital clinic (85.9%), and they felt like they were in a real hospital clinic in the Simulated Hospital Environment (100%).
The results showed that students developed psychomotor skills more fully in a learning environment designed in a similar way to a real hospital clinic setting.
•First-year nursing students may experience intense anxiety and fear when they encounter the clinical setting•For the first-year nursing students, skill laboratories should be a learning environment designed in a similar way to a real clinic setting•Simulated hospital environments help the first-year nursing students realize their responsibilities for patient care•First-year nursing students can develop psychomotor skills more easily in a simulated hospital clinic environment</abstract><cop>Edinburgh</cop><pub>Elsevier Ltd</pub><doi>10.1016/j.nedt.2021.105147</doi><tpages>1</tpages></addata></record> |
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| source | Elsevier ScienceDirect Journals; Applied Social Sciences Index & Abstracts (ASSIA) |
| subjects | Clinical assessment Clinical simulation Clinical skills Educational Environment Forms Hospitals Laboratories Learning environment Nursing Nursing education Nursing Students Pretests Posttests Psychomotor Skills Skills Standardized patient Standardized patients Students |
| title | The effect of using standardized patients in the Simulated Hospital Environment on first-year nursing students psychomotor skills learning |
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