Effectiveness of applying clinical simulation scenarios and integrating information technology in medical-surgical nursing and critical nursing courses

Li-Ping Tseng; Tung-Hsu Hou; Li-Ping Huang; Yang-Kun Ou

doi:10.1186/s12912-021-00744-7

Effectiveness of applying clinical simulation scenarios and integrating information technology in medical-surgical nursing and critical nursing courses

BMC Nurs. 2021 Nov 15;20(1):229. doi: 10.1186/s12912-021-00744-7.

Authors

Li-Ping Tseng^{1

2}, Tung-Hsu Hou², Li-Ping Huang³, Yang-Kun Ou⁴

Affiliations

¹ Department of Management Center, Sisters of our Lady of China Catholic Medical Foundation, St. Martin De Porres Hospital, Chiayi City, 60069, Taiwan.
² Department of Industrial Engineering and Management, National Yunlin University of Science and Technology, Yunlin, 640301, Taiwan.
³ Department of Nursing, Chung-Jen Junior College of Nursing, Health Sciences and Management, Chiayi, 60077, Taiwan.
⁴ Department of Creative Product Design, Southern Taiwan University of Science and Technology, No. 1, Nan-Tai Street, Yungkang Dist, Tainan City, 71005, Taiwan. ouyk@stust.edu.tw.

Abstract

Background: To determine the impact of combining clinical simulation scenario training and Information Technology Integrated Instruction (ITII) on the teaching of nursing skills.

Methods: 120 4th-year students in a nursing program who were enrolled in medical and surgical nursing courses. 61 received innovative instruction (experimental group) and 59 received conventional instruction (control group). The ADDIE model, systematic method of course development that includes analysis, design, development, implementation, and evaluation,was used to build simulation teaching and clinical scenarios and to create and modify objective structure clinical examination (OSCE) scenario checklists for acute myocardial infarction (AMI) care, basic life support and operation of automated external defibrillator (BLS), and subdural hemorrhage (SDH) care. The modified OSCE checklists were assessed for reliability, consistency, and validity. The innovative training included flipped classrooms, clinical simulation scenarios, ITII and blended learning formats.

Results: The reliability and validity of the OSCE checklists developed in this study were acceptable and comparable or higher than checklists in past studies and could be utilized as an OSCE performance tool. Students in innovative instruction obtained significantly better OSCE performance, lab scores and improvements from the previous year's grades. Significant differences were found in situational awareness (SA). No strong correlations were found between OSCE scores and clinical internship scores, and no significant differences were found between the groups in overall clinical internship performance.

Conclusions: Innovative instruction showed better performance than conventional methods in summative evaluation of knowledge components, OSCE formative evaluation and clinical nursing internship scores, as well as improved situational awareness in nursing students.

Keywords: Clinical simulation scenario; Information technology integrated instruction (ITII); Innovative nursing teaching; Objective structured clinical examination (OSCE); Situational awareness (SA).