Volume 7, Issue 4 (Autumn 2021)
JCCNC 2021, 7(4): 311-318 |
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1- Department of Fundamentals of Nursing, Faculty of Health Science, İzmir Kâtip Çelebi University, Izmir, Turkey. , derya.uzelli@ikc.edu.tr
2- Department of Fundamentals of Nursing, Faculty of Health Science, İzmir Kâtip Çelebi University, Izmir, Turkey.
3- Program of Fundamentals of Nursing, Institution of Health Science, Izmir Katip Celebi University, Izmir, Turkey.
2- Department of Fundamentals of Nursing, Faculty of Health Science, İzmir Kâtip Çelebi University, Izmir, Turkey.
3- Program of Fundamentals of Nursing, Institution of Health Science, Izmir Katip Celebi University, Izmir, Turkey.
Abstract: (1854 Views)
Background: Simulation-based education is a widely utilized tool for experiential learning in nursing education. The aim of this study was to determine nursing students’ performance and satisfaction in the classification of pressure injuries using simulation with moulage.
Methods: It is an evaluation study with a quasi-experimental, single-group, post-test design that was conducted in the spring semester of the 2019-2020 academic year in the Nursing Department of the Faculty of Health Sciences of Izmir Katip Celebi University, Izmir, Turkey. In total, 66 final-year nursing students, voluntarily participated in the Assessment of Pressure Injury using standardized patients. A student characteristics form, a Pressure Injury Classification Form, and a Moulage Satisfaction and Evaluation Form were used as data collection tools. Data were entered into SPSS 21, and the results of the analysis were described using descriptive statistics.
Results: It was found that 67.2% (n=45) of the students correctly assessed all the stages of pressure injury moulages on the standardized patients. Among the students, 62.1% (n=41) strongly agreed that their assessment skills of pressure injury improved after the simulation. The results related to students’ satisfaction indicated that 77.3% (n=51) of the students evaluated the moulages as realistic. The Mean±SD total score of students’ evaluation of moulage simulation sessions on standard patients was 4.56±0.59 (range=1-5).
Conclusion: This moulage is a simple, easily accessible, low-cost, and effective tool for teaching pressure injury assessment to nursing students. It can be used in clinical skills training and clinical assessment in nursing education.
Methods: It is an evaluation study with a quasi-experimental, single-group, post-test design that was conducted in the spring semester of the 2019-2020 academic year in the Nursing Department of the Faculty of Health Sciences of Izmir Katip Celebi University, Izmir, Turkey. In total, 66 final-year nursing students, voluntarily participated in the Assessment of Pressure Injury using standardized patients. A student characteristics form, a Pressure Injury Classification Form, and a Moulage Satisfaction and Evaluation Form were used as data collection tools. Data were entered into SPSS 21, and the results of the analysis were described using descriptive statistics.
Results: It was found that 67.2% (n=45) of the students correctly assessed all the stages of pressure injury moulages on the standardized patients. Among the students, 62.1% (n=41) strongly agreed that their assessment skills of pressure injury improved after the simulation. The results related to students’ satisfaction indicated that 77.3% (n=51) of the students evaluated the moulages as realistic. The Mean±SD total score of students’ evaluation of moulage simulation sessions on standard patients was 4.56±0.59 (range=1-5).
Conclusion: This moulage is a simple, easily accessible, low-cost, and effective tool for teaching pressure injury assessment to nursing students. It can be used in clinical skills training and clinical assessment in nursing education.
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● Moulage may provide a unique opportunity to educate students on various clinical cases that would be difficult to achieve in clinical education.
● Most of the students correctly assessed all the stages of pressure injury moulages on the standardized patients.
● Most of the students strongly agreed that their assessment skills of pressure injury improved after the simulation.
● Most of the students evaluated the moulages as realistic.
Plain Language Summary
In nursing education, simulation use is becoming increasingly common as an additional training method for developing nursing skills. For simulated learning to be effective, it is important to create realistic visual and tactual experiences in the learning environment. This can be achieved by using the art of using makeup materials to create skin lesions called moulage. This study was done to determine nursing students’ satisfaction and evaluation on the use of moulage to classify pressure injuries. In this study, most of the students correctly assessed all the stages of pressure injury moulages on the standardized patients and strongly agreed that their assessment skills of pressure injury improved after the simulation.
● Most of the students correctly assessed all the stages of pressure injury moulages on the standardized patients.
● Most of the students strongly agreed that their assessment skills of pressure injury improved after the simulation.
● Most of the students evaluated the moulages as realistic.
Plain Language Summary
In nursing education, simulation use is becoming increasingly common as an additional training method for developing nursing skills. For simulated learning to be effective, it is important to create realistic visual and tactual experiences in the learning environment. This can be achieved by using the art of using makeup materials to create skin lesions called moulage. This study was done to determine nursing students’ satisfaction and evaluation on the use of moulage to classify pressure injuries. In this study, most of the students correctly assessed all the stages of pressure injury moulages on the standardized patients and strongly agreed that their assessment skills of pressure injury improved after the simulation.
Type of Study: Research |
Subject:
General
Received: 2021/07/5 | Accepted: 2021/09/28 | Published: 2021/11/1
Received: 2021/07/5 | Accepted: 2021/09/28 | Published: 2021/11/1
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