Crossover design in triage education: the effectiveness of simulated interactive vs. routine training on student nurses’ performance in a disaster situation
Abstract Introduction This study investigates the effectiveness of incorporating simulated interactive guidelines in nursing students’ performance during disaster situations, compared to routine training. Method This study was a crossover design with pre-and post-tests for two groups. Each group con...
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| Format: | Article |
| Language: | English |
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BMC
2023-11-01
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| Series: | BMC Research Notes |
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| Online Access: | https://doi.org/10.1186/s13104-023-06596-5 |
| _version_ | 1797630501339529216 |
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| author | Mohsen Masoumian Hosseini Seyedeh Toktam Masoumian Hosseini Karim Qayumi Shahriar Hosseinzadeh Soleiman Ahmady |
| author_facet | Mohsen Masoumian Hosseini Seyedeh Toktam Masoumian Hosseini Karim Qayumi Shahriar Hosseinzadeh Soleiman Ahmady |
| author_sort | Mohsen Masoumian Hosseini |
| collection | DOAJ |
| description | Abstract Introduction This study investigates the effectiveness of incorporating simulated interactive guidelines in nursing students’ performance during disaster situations, compared to routine training. Method This study was a crossover design with pre-and post-tests for two groups. Each group consisted of 60 students selected using the census method. SIG and routine (Face-to-Face) training sessions were conducted as a crossover design. Triage knowledge questionnaires were used in the pretest to assess triage knowledge. An OSCE test was administered in the posttest to assess student performance, followed by a triage skills questionnaire. Both questionnaires were highly reliable, as indicated by Cronbach’s alpha coefficients (0.9 and 0.95, respectively). Statistical analysis was performed using SPSS version 26 software at a significance level 0.05. Result The chi-square test showed that the two groups were homogeneous regarding age. Regarding knowledge level, both groups were homogeneous before the intervention (P = 0.99). Nevertheless, the results of the OSCE test showed that the students in Group A had a higher level of skill than the students in Group B (93% versus 70%). Also, 18% of the students in group B had low skills. Discussion The study found that student outcomes improved in both groups receiving SIG, suggesting that interaction and simulation improve learning. However, gamification is an ideal precursor to learning and not a substitute for education. Therefore, gamification should not be used as a stand-alone teaching method. Conclusions The crossover study found that simulators and games should not be considered stand-alone teaching methods but can contribute to learning sustainability when used alongside instruction. |
| first_indexed | 2024-03-11T11:09:02Z |
| format | Article |
| id | doaj.art-fd1be3132acb4d189ef7704aeeebb6fb |
| institution | Directory Open Access Journal |
| issn | 1756-0500 |
| language | English |
| last_indexed | 2024-03-11T11:09:02Z |
| publishDate | 2023-11-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Research Notes |
| spelling | doaj.art-fd1be3132acb4d189ef7704aeeebb6fb2023-11-12T12:05:41ZengBMCBMC Research Notes1756-05002023-11-0116111310.1186/s13104-023-06596-5Crossover design in triage education: the effectiveness of simulated interactive vs. routine training on student nurses’ performance in a disaster situationMohsen Masoumian Hosseini0Seyedeh Toktam Masoumian Hosseini1Karim Qayumi2Shahriar Hosseinzadeh3Soleiman Ahmady4Department of E-learning in Medical Sciences, Tehran University of Medical SciencesCyberPatient Research Affiliate, Interactive Health International, Department of the surgery, University of British ColumbiaProfessor at Department of Surgery, University of British ColumbiaCyberPatient Research Coordinator, Interactive Health International, Department of Surgery, University of British ColumbiaDepartment of Medical Education, Virtual School of Medical Education & Management, Shahid Beheshti University of Medical SciencesAbstract Introduction This study investigates the effectiveness of incorporating simulated interactive guidelines in nursing students’ performance during disaster situations, compared to routine training. Method This study was a crossover design with pre-and post-tests for two groups. Each group consisted of 60 students selected using the census method. SIG and routine (Face-to-Face) training sessions were conducted as a crossover design. Triage knowledge questionnaires were used in the pretest to assess triage knowledge. An OSCE test was administered in the posttest to assess student performance, followed by a triage skills questionnaire. Both questionnaires were highly reliable, as indicated by Cronbach’s alpha coefficients (0.9 and 0.95, respectively). Statistical analysis was performed using SPSS version 26 software at a significance level 0.05. Result The chi-square test showed that the two groups were homogeneous regarding age. Regarding knowledge level, both groups were homogeneous before the intervention (P = 0.99). Nevertheless, the results of the OSCE test showed that the students in Group A had a higher level of skill than the students in Group B (93% versus 70%). Also, 18% of the students in group B had low skills. Discussion The study found that student outcomes improved in both groups receiving SIG, suggesting that interaction and simulation improve learning. However, gamification is an ideal precursor to learning and not a substitute for education. Therefore, gamification should not be used as a stand-alone teaching method. Conclusions The crossover study found that simulators and games should not be considered stand-alone teaching methods but can contribute to learning sustainability when used alongside instruction.https://doi.org/10.1186/s13104-023-06596-5GamificationTriageSimulated Interactive GuidelineTrainingEmergency medicineCrossover study |
| spellingShingle | Mohsen Masoumian Hosseini Seyedeh Toktam Masoumian Hosseini Karim Qayumi Shahriar Hosseinzadeh Soleiman Ahmady Crossover design in triage education: the effectiveness of simulated interactive vs. routine training on student nurses’ performance in a disaster situation BMC Research Notes Gamification Triage Simulated Interactive Guideline Training Emergency medicine Crossover study |
| title | Crossover design in triage education: the effectiveness of simulated interactive vs. routine training on student nurses’ performance in a disaster situation |
| title_full | Crossover design in triage education: the effectiveness of simulated interactive vs. routine training on student nurses’ performance in a disaster situation |
| title_fullStr | Crossover design in triage education: the effectiveness of simulated interactive vs. routine training on student nurses’ performance in a disaster situation |
| title_full_unstemmed | Crossover design in triage education: the effectiveness of simulated interactive vs. routine training on student nurses’ performance in a disaster situation |
| title_short | Crossover design in triage education: the effectiveness of simulated interactive vs. routine training on student nurses’ performance in a disaster situation |
| title_sort | crossover design in triage education the effectiveness of simulated interactive vs routine training on student nurses performance in a disaster situation |
| topic | Gamification Triage Simulated Interactive Guideline Training Emergency medicine Crossover study |
| url | https://doi.org/10.1186/s13104-023-06596-5 |
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