University of Health Sciences Turkey, Gulhane Faculty of Nursing, Ankara, Turkey.
Nurse Educ Pract. 2024 Nov;81:104177. doi: 10.1016/j.nepr.2024.104177. Epub 2024 Oct 28.
Nursing students need educational approaches that provide sufficient knowledge and practice opportunities to improve their skills.
To analyze the benefits of incorporating partial task trainers into virtual patients, focusing on the effectiveness, performance, self-confidence, satisfaction and knowledge scores among senior nursing students in urinary catheterization for patients with acute urinary retention.
A randomized, quasi-experimental design.
The study was conducted at a nursing faculty between April-May 2023 with 71 senior nursing students: 35 in the virtual patient group (Group I) and 36 in the virtual patient and partial task trainer group (Group II). The data were gathered using: Personal Information Form, Student Satisfaction and Self-confidence in Learning Scale, Simulation Effectiveness Tool, Performance Report and Knowledge Report.
The satisfaction and self-confidence scores for Group I were 4.67 (SD 0.49) and 4.38 (SD 0.48), whereas Group II scored 4.88 (SD 0.22) and 4.70 (SD 0.34), respectively. The differences were statistically significant (p<0.05). For the Simulation Effectiveness Tool, Group I scored 31.05 (SD 3.28) for confidence subdimension and 85.05 (SD 7.37) for the total score, whereas Group II scored 32.57 (SD 2.73 and 88.48 (SD 6.60), respectively. These differences were statistically significant (p<0.05). No significant differences were found between the groups in the prebriefing, learning and debriefing subdimensions of the Simulation Effectiveness Tool (p>0.05). Performance and knowledge scores also showed no significant differences (p>0.05). Effect sizes for all statistically significant differences were moderate.
The results show that using virtual patients with partial task trainers increases students' satisfaction and self-confidence and is perceived as effective in developing nursing interventions for patients with acute urinary retention.
护理学生需要提供足够知识和实践机会的教育方法，以提高他们的技能。
分析将部分任务培训器纳入虚拟患者中对急性尿潴留患者导尿的高级护理学生的效果、表现、自信、满意度和知识评分的影响。
随机、准实验设计。
本研究于 2023 年 4 月至 5 月在护理学院进行，共有 71 名高级护理学生参加：35 名在虚拟患者组（I 组）和 36 名在虚拟患者和部分任务培训器组（II 组）。使用个人信息表、学生满意度和学习自信量表、模拟效果工具、表现报告和知识报告收集数据。
I 组的满意度和自信得分为 4.67（SD 0.49）和 4.38（SD 0.48），而 II 组的得分为 4.88（SD 0.22）和 4.70（SD 0.34），差异具有统计学意义（p<0.05）。对于模拟效果工具，I 组在信心分量表上得分为 31.05（SD 3.28），总分得分为 85.05（SD 7.37），而 II 组的得分分别为 32.57（SD 2.73）和 88.48（SD 6.60），差异具有统计学意义（p<0.05）。在模拟效果工具的预简报、学习和反思子维度上，两组之间没有发现统计学差异（p>0.05）。表现和知识评分也没有显著差异（p>0.05）。所有具有统计学意义的差异的效应量均为中等。
结果表明，使用带有部分任务培训器的虚拟患者可以提高学生的满意度和自信心，并且被认为在为急性尿潴留患者制定护理干预措施方面是有效的。
