DEVELOPMENT OF INSTRUCTIONAL MODEL WITH SIMULATED SITUATIONS TO ENHANCE PERFORMANCE IN EMERGENCY NURSING OF NURSING STUDENTS
Article Sidebar
Main Article Content
Abstract
This research and development study aimed to examine the current teaching conditions, develop an instructional model, and evaluate the effectiveness of a simulation-based teaching model to enhance emergency nursing competencies among nursing students. The study was conducted in three phases: 1) A survey of 15 nursing instructors to assess current teaching practices; 2) Development of a teaching model based on phase 1 results and literature review, validated by three experts; and 3) Evaluation of the model's effectiveness using a quasi-experimental design with 60 nursing students (30 each in experimental and control groups). The research findings revealed: 1) Current teaching methods inadequately support the application of theoretical knowledge to emergency nursing practice; 2) The developed teaching model comprises three stages: preparation, implementation, and evaluation; 3) Post-intervention, the experimental group showed significantly higher emergency nursing practice scores compared to their pre-test scores and the control group's scores (p < .05). The study concludes that the developed simulation-based teaching model effectively enhances nursing students' emergency nursing competencies. This model offers a promising approach for bridging the theory-practice gap in nursing education, particularly in emergency care contexts. Further research is recommended to explore the long-term impacts and applicability of this model across various nursing specialties.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The owner of the article does not copy or violate any of its copyright. If any copyright infringement occurs or prosecution, in any case, the Editorial Board is not involved in all the rights to the owner of the article to be performed.
References
Arksey, H., & O'Malley, L. (2021). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19-32. DOI: 10.1080/1364557032000119616
Boutron, I., Altman, D. G., Moher, D., Schulz, K. F., & Ravaud, P. (2023). CONSORT Statement for randomized trials of nonpharmacologic treatments: A 2020 update and a CONSORT extension for nonpharmacologic trial abstracts. Annals of Internal Medicine, 167(1), 40-47. DOI: 10.7326/M17-0046
Branch, R. M. (2022). Instructional design: The ADDIE approach (3rd ed.). Springer.
Campbell, D. T., & Stanley, J. C. (2022). Experimental and quasi-experimental designs for research. Ravenio Books.
Creswell, J. W., & Plano Clark, V. L. (2023). Designing and conducting mixed methods research (4th ed.).
SAGE Publications.
Erlingsson, C., & Brysiewicz, P. (2022). A hands-on guide to doing content analysis. African Journal of Emergency Medicine, 7(3), 93-99. DOI: 10.1016/j.afjem.2017.08.001
Guest, G., Namey, E., & Chen, M. (2020). A simple method to assess and report thematic saturation in qualitative research. PLoS ONE, 15(5), e0232076. DOI: 10.1371/journal.pone.0232076
Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2020). The adult learner: The definitive classic in adult education and human resource development (9th ed.). Routledge.
Kolb, A. Y., & Kolb, D. A. (2021). Experiential learning theory: A dynamic, holistic approach to management learning, education and development. In S. J. Armstrong & C. V. Fukami (Eds.), The SAGE handbook of management learning, education and development (pp. 42-68). SAGE Publications.
Nunnally, J. C., & Bernstein, I. H. (2021). Psychometric theory (4th ed.). McGraw-Hill.
Polit, D. F., & Beck, C. T. (2021). Nursing research: Generating and assessing evidence for nursing practice (11th ed.). Wolters Kluwer.
Ponto, J. (2022). Understanding and Evaluating Survey Research. Journal of the Advanced Practitioner in Oncology, 6(2), 168-171.
World Medical Association. (2022). World Medical Association Declaration of Helsinki: Ethical principles for medical research involving human subjects. JAMA, 310(20), 2191-2194. DOI: 10.1001/jama.2013.281053
