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Original Article
- Comparison of Learning Effects using High-fidelity and Multi-mode Simulation: An Application of Emergency Care for a Patient with Cardiac Arrest
- Eon-Na Ryoo1, Eun-Ho Ha2, Jin-Young Cho3
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Journal of Korean Academy of Nursing 2013;43(2):185-193.
DOI: https://doi.org/10.4040/jkan.2013.43.2.185
Published online: April 12, 2013
1Department of Nursing, Shinsung University, Dangjin, Korea
2Red Cross College of Nursing, Chung-Ang University, Seoul, Korea
3Graduate School of Nursing, Inha University, Incheon, Korea
1Department of Nursing, Shinsung University, Dangjin, Korea
2Red Cross College of Nursing, Chung-Ang University, Seoul, Korea
3Graduate School of Nursing, Inha University, Incheon, Korea
- Address reprint requests to : Ha, Eun-Ho Red Cross College of Nursing, Chung-Ang University, 8 Gyunggyojang-gil, Jongno-gu, Seoul 110-102, Korea Tel: +82-2-3700-3681 Fax: +82-2-3700-3400 E-mail: rnhaeunho@cau.ac.kr
• Received: September 4, 2012 • Revised: October 5, 2012 • Accepted: November 8, 2012
Copyright © 2013 Korean Society of Nursing Science
This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
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Purpose
- Simulation-based learning has become a powerful method to improve the quality of care and help students meet the challenges of increasingly complex clinical practice settings. The purpose of this study was to identify the learning effects using high-fidelity SimMan and multi-mode simulation.
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Methods
- Participants in this study were 38 students who were enrolled in an intensive course for a major in nursing at R college. Collected data were analyzed using Chi-square, t-test, and independent t-test with the SPSS 18.0 for Windows Program.
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Results
- There were no statistically significant differences in learning effects between high-fidelity SimMan and multi-mode simulation group. However, skills in clinical performance in the high-fidelity SimMan group were higher than in the multi-mode group (p= .014), communication in clinical performance in multi-mode simulation group was higher than in the high-fidelity SimMan group (p< .001).
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Conclusion
- Multi-mode simulation with a standardized patient is an effective learning method in many ways compared to a high-fidelity simulator. These results suggest that multi-mode simulation be offered to students in nursing colleges which cannot afford to purchase a high-fidelity simulator, or offered as an alternative.
Table 1.Homogeneity Test for General Characteristics of Participants (N=38)
| Characteristics | Categories |
SimMan group (n=20) |
Multi-mode group (n=18) |
χ2 or t | p |
|---|---|---|---|---|---|
| n (%) or M±SD | n (%) or M±SD | ||||
| Age (year) | 29.05±2.65 | 27.56±3.86 | −1.40 | .168 | |
| Gender | Male | 1 (5.0) | 1 (5.6) | 1.000* | |
| Female | 19 (95.0) | 17 (94.4) | |||
| Work place | ER/ICU | 4 (20.0) | 2 (11.1) | 4.78 | .239* |
| Medical-Surgical | 5 (25.0) | 9 (50.0) | |||
| Specialization | 4 (20.0) | 5 (27.8) | |||
| School/Institution | 7 (35.0) | 2 (11.1) | |||
| Working period (month) | 60.35±25.37 | 53.28±38.06 | −0.68 | .501 | |
| Belong to | Large hospital (over 500 beds) | 12 (60.0) | 15 (83.3) | .297* | |
| Medium-sized hospital (300-499 beds) | 5 (25.0) | 2 (11.1) | |||
| School/Institution | 3 (15.0) | 1 (5.6) | |||
| Midterm scores | 20.00±2.71 | 19.44±4.03 | −0.50 | .618 | |
| Simulation | Yes | 2 (10.0) | 1 (5.6) | .541* | |
| experience | No | 18 (90.0) | 17 (94.4) |
Table 2.Comparison between SimMan Group and Multi-mode Group for Mean Scores of Variables (N=38)
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XML DownloadComparison of Learning Effects using High-fidelity and Multi-mode Simulation: An Application of Emergency Care for a Patient with Cardiac Arrest
Figure 1. Study process.
Figure 1.
Comparison of Learning Effects using High-fidelity and Multi-mode Simulation: An Application of Emergency Care for a Patient with Cardiac Arrest
| Characteristics | Categories | SimMan group (n=20) |
Multi-mode group (n=18) |
χ2 or t | p |
|---|---|---|---|---|---|
| n (%) or M±SD | n (%) or M±SD | ||||
| Age (year) | 29.05±2.65 | 27.56±3.86 | −1.40 | .168 | |
| Gender | Male | 1 (5.0) | 1 (5.6) | 1.000 | |
| Female | 19 (95.0) | 17 (94.4) | |||
| Work place | ER/ICU | 4 (20.0) | 2 (11.1) | 4.78 | .239 |
| Medical-Surgical | 5 (25.0) | 9 (50.0) | |||
| Specialization | 4 (20.0) | 5 (27.8) | |||
| School/Institution | 7 (35.0) | 2 (11.1) | |||
| Working period (month) | 60.35±25.37 | 53.28±38.06 | −0.68 | .501 | |
| Belong to | Large hospital (over 500 beds) | 12 (60.0) | 15 (83.3) | .297 | |
| Medium-sized hospital (300-499 beds) | 5 (25.0) | 2 (11.1) | |||
| School/Institution | 3 (15.0) | 1 (5.6) | |||
| Midterm scores | 20.00±2.71 | 19.44±4.03 | −0.50 | .618 | |
| Simulation | Yes | 2 (10.0) | 1 (5.6) | .541 | |
| experience | No | 18 (90.0) | 17 (94.4) |
| Variables | SimMan group (n=20) |
Multi-mode group (n=18) |
t | p |
|---|---|---|---|---|
| M±SD | M±SD | |||
| Knowledge | 20.25±2.02 | 18.72±3.08 | −1.82 | .077 |
| Clinical competency | 3.03±0.36 | 2.98±0.78 | −0.23 | .819 |
| Skills | 3.56±0.49 | 2.98±0.85 | −2.57 | .014 |
| Job management | 3.05±0.58 | 3.00±1.03 | −0.18 | .854 |
| Team work | 2.86±0.46 | 2.66±0.72 | −0.98 | .334 |
| Situational awareness | 3.05±0.26 | 3.08±0.75 | 0.17 | .860 |
| Decision making | 3.00±0.63 | 3.12±1.06 | 0.43 | .669 |
| Communication | 1.77±0.60 | 2.79±0.84 | 4.21 | <.001 |
| Satisfaction | 4.21±0.69 | 4.15±0.53 | −0.29 | .772 |
| Suitability of learning contents | 4.65±0.55 | 4.37±0.69 | −1.35 | .184 |
| Learning achievement | 4.09±0.89 | 4.15±0.57 | 0.26 | .792 |
| Appropriateness of learning evaluation | 4.51±0.74 | 4.06±0.53 | −0.39 | .692 |
| Learning motive provocation | 4.48±0.60 | 4.38±0.55 | −0.50 | .620 |
| Learner satisfaction | 4.37±0.82 | 4.08±0.71 | −1.16 | .254 |
Table 1. Homogeneity Test for General Characteristics of Participants (N=38)
ER=Emergency room; ICU=Intensive care unit. Fisher’s exact test.
Table 2. Comparison between SimMan Group and Multi-mode Group for Mean Scores of Variables (N=38)
