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Dose–Response Relationship between High-Fidelity Simulation and Intensive Care Nursing Students’ Learning Outcomes: An Italian Multimethod Study

Background: The best application modality of high-fidelity simulation in graduate critical care nursing courses is still rarely investigated in nursing research. This is an important issue since advanced nursing skills are necessary to effectively respond to critically ill patients’ care needs. The...

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Autores principales: Dante, Angelo, La Cerra, Carmen, Caponnetto, Valeria, Masotta, Vittorio, Marcotullio, Alessia, Bertocchi, Luca, Ferraiuolo, Fabio, Petrucci, Cristina, Lancia, Loreto
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8775508/
https://www.ncbi.nlm.nih.gov/pubmed/35055439
http://dx.doi.org/10.3390/ijerph19020617
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author Dante, Angelo
La Cerra, Carmen
Caponnetto, Valeria
Masotta, Vittorio
Marcotullio, Alessia
Bertocchi, Luca
Ferraiuolo, Fabio
Petrucci, Cristina
Lancia, Loreto
author_facet Dante, Angelo
La Cerra, Carmen
Caponnetto, Valeria
Masotta, Vittorio
Marcotullio, Alessia
Bertocchi, Luca
Ferraiuolo, Fabio
Petrucci, Cristina
Lancia, Loreto
author_sort Dante, Angelo
collection PubMed
description Background: The best application modality of high-fidelity simulation in graduate critical care nursing courses is still rarely investigated in nursing research. This is an important issue since advanced nursing skills are necessary to effectively respond to critically ill patients’ care needs. The aim of the study was to examine the influence of a modified teaching model based on multiple exposures to high-fidelity simulations on both the learning outcomes and the perceptions of graduate students enrolled in a critical care nursing course. Methods: A multimethod study involving a sample of graduate critical care nursing students was conducted. A theoretical teaching model focused on multiple exposures to high-fidelity simulations is currently applied as a teaching method in an Italian critical care nursing course. According to the Kirkpatrick model for evaluating training programs, the performance, self-efficacy, and self-confidence in managing critically ill patients were considered learning outcomes, while satisfaction with learning and students’ lived experiences during the experimental phases were considered students’ perceptions. Results: Multiple exposures to high-fidelity simulations significantly improved performance, self-efficacy, and self-confidence in managing virtual critically ill patients’ care needs. The satisfaction level was high, while lived experiences of participants were positive and allowed for better explanation of quantitative results of this study. Conclusions: Multiple exposures to high-fidelity simulations can be considered a valuable teaching method that can improve the learning outcomes of graduate nurses enrolled in an intensive care course.
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spelling pubmed-87755082022-01-21 Dose–Response Relationship between High-Fidelity Simulation and Intensive Care Nursing Students’ Learning Outcomes: An Italian Multimethod Study Dante, Angelo La Cerra, Carmen Caponnetto, Valeria Masotta, Vittorio Marcotullio, Alessia Bertocchi, Luca Ferraiuolo, Fabio Petrucci, Cristina Lancia, Loreto Int J Environ Res Public Health Article Background: The best application modality of high-fidelity simulation in graduate critical care nursing courses is still rarely investigated in nursing research. This is an important issue since advanced nursing skills are necessary to effectively respond to critically ill patients’ care needs. The aim of the study was to examine the influence of a modified teaching model based on multiple exposures to high-fidelity simulations on both the learning outcomes and the perceptions of graduate students enrolled in a critical care nursing course. Methods: A multimethod study involving a sample of graduate critical care nursing students was conducted. A theoretical teaching model focused on multiple exposures to high-fidelity simulations is currently applied as a teaching method in an Italian critical care nursing course. According to the Kirkpatrick model for evaluating training programs, the performance, self-efficacy, and self-confidence in managing critically ill patients were considered learning outcomes, while satisfaction with learning and students’ lived experiences during the experimental phases were considered students’ perceptions. Results: Multiple exposures to high-fidelity simulations significantly improved performance, self-efficacy, and self-confidence in managing virtual critically ill patients’ care needs. The satisfaction level was high, while lived experiences of participants were positive and allowed for better explanation of quantitative results of this study. Conclusions: Multiple exposures to high-fidelity simulations can be considered a valuable teaching method that can improve the learning outcomes of graduate nurses enrolled in an intensive care course. MDPI 2022-01-06 /pmc/articles/PMC8775508/ /pubmed/35055439 http://dx.doi.org/10.3390/ijerph19020617 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Dante, Angelo
La Cerra, Carmen
Caponnetto, Valeria
Masotta, Vittorio
Marcotullio, Alessia
Bertocchi, Luca
Ferraiuolo, Fabio
Petrucci, Cristina
Lancia, Loreto
Dose–Response Relationship between High-Fidelity Simulation and Intensive Care Nursing Students’ Learning Outcomes: An Italian Multimethod Study
title Dose–Response Relationship between High-Fidelity Simulation and Intensive Care Nursing Students’ Learning Outcomes: An Italian Multimethod Study
title_full Dose–Response Relationship between High-Fidelity Simulation and Intensive Care Nursing Students’ Learning Outcomes: An Italian Multimethod Study
title_fullStr Dose–Response Relationship between High-Fidelity Simulation and Intensive Care Nursing Students’ Learning Outcomes: An Italian Multimethod Study
title_full_unstemmed Dose–Response Relationship between High-Fidelity Simulation and Intensive Care Nursing Students’ Learning Outcomes: An Italian Multimethod Study
title_short Dose–Response Relationship between High-Fidelity Simulation and Intensive Care Nursing Students’ Learning Outcomes: An Italian Multimethod Study
title_sort dose–response relationship between high-fidelity simulation and intensive care nursing students’ learning outcomes: an italian multimethod study
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8775508/
https://www.ncbi.nlm.nih.gov/pubmed/35055439
http://dx.doi.org/10.3390/ijerph19020617
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