Albalawi Muna Mutlag, Rezq Khulud Ahmad
Simulation Center, University of Tabuk, Tabuk, Kingdom of Saudi Arabia.
Faculty of Nursing, University of Tabuk, Tabuk, Kingdom of Saudi Arabia.
SAGE Open Nurs. 2024 Aug 18;10:23779608241274194. doi: 10.1177/23779608241274194. eCollection 2024 Jan-Dec.
Simulation training has become an integral component of nursing education, offering students opportunities to develop and refine their clinical skills in a controlled and safe environment.
This study aimed to evaluate the clinical skill competence and professional behaviors of undergraduate nursing students following simulation training.
A descriptive cross-sectional design was employed for this study.
The study was conducted in the simulation center at the University of Tabuk using the Clinical Competency Questionnaire (CCQ), with data collected between January 1, 2023 and February 28, 2023. Participants were enrolled using a convenience sampling method, including nursing students in the 3rd and 4th years who trained in the simulation center and agreed to participate.
The study results indicate that a majority of students demonstrated strong theoretical knowledge and practical competence in performing sterile techniques and administering oral medications with minimal or no supervision, with percentages of 74.7% and 73.3%, respectively. A significant proportion of students reported uncertainty or lack of skill in performing shift reports using SBAR (38.4%) and assessing gastrostomy tube placement (32.9%). Students exhibited satisfactory knowledge and competence in maintaining appropriate appearance, attire, and conduct (71.2%), understanding, and supporting group goals (71.2%), and comprehending patients' rights (69.9%).
The findings suggest that nursing students attain a relatively high level of clinical competence and self-confidence after simulation training. This study recommends incorporating simulation training in nursing education, which enhances professional behaviors like appearance, group goals, and patient rights, but requires improvement in constructive criticism, problem prevention, and cultural competence.
模拟训练已成为护理教育的一个重要组成部分，为学生提供了在可控且安全的环境中培养和提升临床技能的机会。
本研究旨在评估本科护理学生在模拟训练后的临床技能水平和专业行为。
本研究采用描述性横断面设计。
该研究在塔布克大学的模拟中心进行，使用临床能力问卷（CCQ），数据收集于2023年1月1日至2023年2月28日期间。参与者采用便利抽样方法招募，包括在模拟中心接受培训并同意参与的大三和大四护理学生。
研究结果表明，大多数学生在执行无菌技术和口服给药时，在极少或无需监督的情况下，展现出较强的理论知识和实践能力，比例分别为74.7%和73.3%。相当一部分学生表示在使用SBAR进行交班报告（38.4%）和评估胃造瘘管放置情况（32.9%）时存在不确定性或缺乏相关技能。学生们在保持得体的外表、着装和行为举止（71.2%）、理解并支持团队目标（71.2%）以及理解患者权利（69.9%）方面表现出令人满意的知识和能力。
研究结果表明，护理学生在模拟训练后达到了相对较高的临床能力水平和自信心。本研究建议将模拟训练纳入护理教育，这有助于提升诸如外表、团队目标和患者权利等专业行为，但在建设性批评、问题预防和文化能力方面仍需改进。
