Ozata Kevser, Dinc Leyla
Faculty of Nursing, Department of Fundamentals of Nursing, Hacettepe University, Ankara, 06100, Turkey.
BMC Nurs. 2025 Jul 11;24(1):904. doi: 10.1186/s12912-025-03561-4.
Patient safety is a critical indicator of healthcare quality. The professional self-efficacy and skills of nursing students regarding patient safety should be developed and assessed throughout their education. This study aimed to evaluate the impact of e-learning and high-fidelity simulation methods on the self-efficacy of nursing students.
A comparative quasi-experimental study was conducted with 52 senior nursing students enrolled at a state university in Ankara. Participants completed a pre-test and were randomly assigned to either a high-fidelity simulation group or an e-learning group, with 26 students in each. Both groups were exposed to five standardized case scenarios. The high-fidelity group participated in face-to-face simulations, while the e-learning group engaged in online discussions centered on the same scenarios. Following these sessions, both groups underwent debriefing before undertaking the first post-test. Subsequently, all students undertook a 3-week clinical placement focused on Patient Safety and Quality, followed by a second post-test. Data were collected using a demographic questionnaire, the Health Professionals' Education in Patient Safety Survey, and the Patient Safety Competency Self-Efficacy Scale. Data analysis involved descriptive statistics for sociodemographic characteristics, independent samples t-tests and Mann-Whitney U tests for between-group comparisons, and analysis of variance and Friedman test for within-group comparisons.
The e-learning and high-fidelity simulation interventions both resulted in statistically significant improvements in students' scores on the Patient Safety Competency Self-Efficacy Scale and its subscales, as well as the Health Professionals' Education in Patient Safety Survey. However, no significant difference was observed between the two groups.
Both high-fidelity simulation and e-learning methods focusing on patient safety were equally effective in improving nursing students' self-efficacy. These results suggest that either method or a combination of both, using case scenarios that reflect real clinical situations, can be effectively employed to improve students' self-efficacy in patient safety.
Not applicable.
患者安全是医疗质量的关键指标。护理专业学生在患者安全方面的专业自我效能感和技能应在其整个教育过程中得到培养和评估。本研究旨在评估电子学习和高仿真模拟方法对护理专业学生自我效能感的影响。
对安卡拉一所国立大学的52名高年级护理专业学生进行了一项比较性准实验研究。参与者完成了一项预测试，并被随机分配到高仿真模拟组或电子学习组，每组26名学生。两组都接触了五个标准化病例场景。高仿真模拟组参与面对面模拟，而电子学习组围绕相同场景进行在线讨论。在这些课程之后，两组在进行第一次后测试之前都进行了总结汇报。随后，所有学生进行了为期3周的以患者安全与质量为重点的临床实习，之后进行第二次后测试。使用人口统计学问卷、《患者安全中的卫生专业人员教育调查》和《患者安全能力自我效能量表》收集数据。数据分析包括社会人口学特征的描述性统计、用于组间比较的独立样本t检验和曼-惠特尼U检验，以及用于组内比较的方差分析和弗里德曼检验。
电子学习和高仿真模拟干预均使学生在《患者安全能力自我效能量表》及其子量表以及《患者安全中的卫生专业人员教育调查》中的得分有统计学意义的提高。然而，两组之间未观察到显著差异。
专注于患者安全的高仿真模拟和电子学习方法在提高护理专业学生自我效能感方面同样有效。这些结果表明，使用反映真实临床情况的病例场景，任何一种方法或两种方法结合，都可以有效地用于提高学生在患者安全方面的自我效能感。
不适用。
