Ghahremani Mahsa, Rooddehghan Zahra, Varaei Shokouh, Haghani Shima
School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
BMC Nurs. 2022 Jun 14;21(1):152. doi: 10.1186/s12912-022-00917-y.
Bioterrorism is a global threat. Nurses are one of the first groups that should be ready for it. College years are the best time to educate these issues. This study aimed to compare the effectiveness of simulation and workshop on knowledge and practice of nursing students regarding bioterrorism.
This was an experimental study. The study sample consisted of 40 last-year nursing students who were randomly assigned to two groups by using random numbers table. Data was collected using a demographic questionnaire, bioterrorism knowledge scale, and an OSCE checklist. Before the intervention, the students completed the study questionnaires and a six-station OSCE test. The workshop group (20 students) learned how to deal with bioterrorism through lectures. The simulation group (20 students) participated in a simulation learning program. After one month, the students completed the study tools again. Finally, collected data were analyzed using descriptive and inferential statistics in SPSS V.16.
The difference between the knowledge and performance scores of both groups (workshop and simulation), before and after the intervention, was statistically significant (P < 0.001). Students in both groups had higher knowledge and performance scores after the intervention. The simulation group scores were higher than the workshop group scores in the knowledge and the most of performance domains.
The simulation group had better results in terms of enhancing knowledge, preparedness, disaster triage, reporting, incident management, communication, mental disorders, and isolation domains compared to the workshop group.
生物恐怖主义是一种全球威胁。护士是最早应为应对其做好准备的群体之一。大学时期是对这些问题进行教育的最佳时机。本研究旨在比较模拟教学和工作坊教学对护理专业学生关于生物恐怖主义的知识及实践能力的效果。
这是一项实验性研究。研究样本包括40名护理学专业大四学生，通过随机数字表将他们随机分为两组。使用人口统计学问卷、生物恐怖主义知识量表和客观结构化临床考试（OSCE）清单收集数据。在干预前，学生们完成了研究问卷和一项六站式OSCE测试。工作坊组（20名学生）通过讲座学习如何应对生物恐怖主义。模拟组（20名学生）参加了模拟学习项目。一个月后，学生们再次完成研究工具。最后，在SPSS V.16中使用描述性和推断性统计分析收集到的数据。
两组（工作坊组和模拟组）在干预前后的知识和表现得分差异具有统计学意义（P < 0.001）。两组学生在干预后知识和表现得分均更高。在知识和大多数表现领域，模拟组的得分高于工作坊组。
与工作坊组相比，模拟组在增强知识、准备情况、灾难分诊、报告、事件管理、沟通、精神障碍和隔离领域方面有更好的效果。
