Özden Dilek, Yılmaz İlkin, Sönmez Sevda
Dokuz Eylül University Faculty of Nursing, Izmir 35340, Turkey.
Dokuz Eylül University Health Science Institute, Izmir 35340, Turkey.
Nurse Educ Pract. 2025 Feb;83:104262. doi: 10.1016/j.nepr.2025.104262. Epub 2025 Jan 13.
The study compares knowledge, skills, anxiety, satisfaction and self-confidence regarding suctioning between students trained using a partial task trainer with moulage and those using a low-fidelity simulator.
Moulage application in simulation has been used in nursing skills training, such as intravenous therapy, pressure ulcer and burn care, but not for suctioning.
A randomized controlled study with pre-test, post-test design.
The study conducted in a nursing school in Turkey with 77 nursing intern students from 2020 to 2022. Students completed a two-hour theoretical course and four-hour skills training. The experimental group practiced with a task trainer with transparent lungs and moulage, while the control group used a low-fidelity simulator.
Pretest suctioning knowledge scores were similar between experimental and control groups (10.54 ± 3.81 vs. 10.85 ± 2.96; p > 0.05). Posttest knowledge scores showed no significant difference (11.48 ± 3.47 vs. 10.35 ± 3.98; p > 0.05). On the other hand, the experimental group had higher skills scores (36.37 ± 2.69 vs. 29.17 ± 4.78; p < 0.001), greater anxiety before skill training (59.83 ± 8.96 vs. 59.72 ± 7.99; p < 0.05), evaluation (63.51 ± 9.32 vs. 58.77 ± 9.39; p < 0.05), higher satisfaction (4.69 ± 0.46 vs. 4.37 ± 0.74; p < 0.05) and self-confidence in learning (4.60 ± 0.46 vs. 4.23 ± 0.69; p < 0.05).
Moulage significantly enhanced students' skill performance, satisfaction and self-confidence. Although knowledge scores were similar between groups, the experimental group experienced higher anxiety levels before training and evaluation, likely reflecting greater engagement and careful application of skills. These results suggest that students were engaged in learning and applied the skills more carefully. Moulage, which enhances fidelity, should be incorporated into nursing curricula to improve students' learning experiences and outcomes.
本研究比较了使用带有模具的部分任务训练器培训的学生与使用低保真模拟器培训的学生在吸痰方面的知识、技能、焦虑程度、满意度和自信心。
模具在模拟中的应用已用于护理技能培训，如静脉治疗、压疮和烧伤护理，但未用于吸痰。
采用前后测设计的随机对照研究。
该研究在土耳其的一所护理学校进行，研究对象为2020年至2022年的77名护理实习生。学生们完成了两小时的理论课程和四小时的技能培训。实验组使用带有透明肺部和模具的任务训练器进行练习，而对照组使用低保真模拟器。
实验组和对照组的吸痰知识预测试得分相似（10.54±3.81对10.85±2.96；p>0.05）。后测知识得分无显著差异（11.48±3.47对10.35±3.98；p>0.05）。另一方面，实验组的技能得分更高（36.37±2.69对29.17±4.78；p<0.001），技能培训前的焦虑程度更高（59.83±8.96对59.72±7.99；p<0.05），评估时的焦虑程度更高（63.51±9.32对58.77±9.39；p<0.05），满意度更高（4.69±0.46对4.37±0.74；p<0.05），学习自信心更高（4.60±0.46对4.23±0.69；p<0.05）。
模具显著提高了学生的技能表现、满意度和自信心。虽然两组之间的知识得分相似，但实验组在培训和评估前的焦虑水平更高，这可能反映了他们更大的参与度和对技能的认真应用。这些结果表明学生积极参与学习并更认真地应用技能。提高逼真度的模具应纳入护理课程，以改善学生的学习体验和学习成果。
