Objective: The objective of this study was to determine the effect of scenario-based simulation training on nursing students’ maternity knowledge and clinical skills.
Methods: A randomized control and pre-test/post-test design was employed with undergraduate nursing students (n=46) from third year using the Knowledge Evaluation Form (KEF) and the Objective Structured Clinical Examination (OSCE) between 2014-2015 academic years in the university in Ankara, Turkey. The experimental group, as well as following their normal curriculum, was exposed to scenario-based simulation training. Subsequently, all students were retested and completed a questionnaire.
Results: The students mean age was 21.67±0.9 years. The experimental group improved their performance on maternity clinical knowledge and skills after the scenario-based simulation training. The mean KEF scores increased from 10.35±2.08 to 13.87±1.18 (p<0.05). The mean OSCE scores of experimental group is 17.84±2.07; control group is 10.76±2.83 (p<0.05). From the six open-ended questions in the OSCE revealed three themes: satisfaction, skills/knowledge, confidence/critical thinking. The majortiy of the students agreed that simulation was satisfaction, effective and safe method.
Conclusion: The results indicated that scenario-based simulation technology is a useful training technique in maternity nursing skills. According to nursing students, simulation was very valuable and positive experience.
Prof. Dr. Bilal BİLGİN