Comparing the Effect of Simulated Patient and Lecture Training Methods in the Clinical Self-Efficacy of Nurses Caring for Patients With Acute Coronary Syndrome
Abstract
Various training methods can be used to enhance the clinical self-efficacy of nurses caring for patients with the acute coronary syndrome (ACS). The present study aimed at investigating and comparing the effect of simulated patient and lecture training methods in the self-efficacy of nurses' clinical performance caring for ACS patients in 2016. This was a quasi-experimental study. The population consisted of 62 nurses working in cardiac intensive care units (CICU) of associated hospitals with Jahrom University of Medical Sciences. Sampling was done with the conventional method and divided into two groups; "lecture" and "simulated patient" education through random assignment. Data was collected with the Self-efficacy of Nurses' Clinical Performance Questionnaire before and after the intervention. Data analysis was performed with SPSS v16.0 software and paired and independent t-tests. There was a significant difference between pre- and post-intervention self-efficacy mean scores in the two groups (P<0.05). In addition, there was no significant difference between pre-intervention self-efficacy mean scores in the two groups (P>0.05). The simulated patient training method was more effective in enhancing nurses' self-efficacy in caring for ACS patients than the lecture method.
1. Jahromi MK. Assessing characteristics of the patients suffering from Acute Coronary Syndrome based on synergy model. Iran J Crit Care Nurs. 2013;6(2):127-34.
2. Khalifehzadeh A, KarimyarJahromi M. The impact of Synergy Model on nurses’ performance and the satisfaction of patients with acute coronary syndrome. Iranian journal of nursing and midwifery research. 2012;17(1).
3. Mettananda C, Rothwell P, Li L, Mehta Z, Gutnikov S. Comparison of risk factors for stroke subtypes versus acute coronary syndrome: A population-based study. 2016.
4. Lu M, Tang J, Wu J, Yang J, Yu J. Discharge planning for acute coronary syndrome patients in a tertiary hospital: a best practice implementation project. JBI database of systematic reviews and implementation reports. 2015;13(7):318-34.
5. Rostami H, Ghahramanian A, Golchin M. Journal of Nursing and Midwifery Urmia University of Medical Sciences. 2011;9(3):0-.
6. Hosseini M, Azimzadeh E. Correlation between self-efficacy and nurses’ conflict management strategies. Journal of Health Promotion Management. 2013;2(4):16-23.
7. SH AANSL. Relation between self-efficacy sense and emotional intelligence with job burnout among the personnel of Islamic Azad university of Tabriz. Journal of Educational sciences. 2009;2(7):99-119.
8. Haghani F, Asgari F, Zare S, Mahjoob-Moadab H. Correlation between Self-Efficacy and Clinical Performance of the Internship Nursing Students. Research in Medical Education. 2013;5(1):22-30.
9. Salimi T, Karimi H, Shahbazi L, Dehghanpour M, Hafezieh A, Parandeh K, et al. Evaluation of Clinical Skills of Final Year Nursing Students in Critical Care Units. The Journal of Shahid Sadoughi University of Medical Sciences. 2005;13(3):60-6.
10. Aitken L, Marshall A, Chaboyer W. ACCCN's Critical Care Nursing: Elsevier Health Sciences; 2016.
11. farmani p, zeighami mohamadi s. Viewpoints of the nurses in social security hospital of Karaj and Shahriar on nursing continuing education (2009). Iranian Journal of Medical Education. 2011;11(3):336-8.
12. Ebrahimi H, Mohammadi Hosseini F, Amirnia M, Mehraee A, Jamali V, Hejazi SA. Factors Influencing Nurses’ Participation in Continuing Education Programs in Tabriz University of Medical Sciences. Iranian Journal of Medical Education. 2012;12(7):518-26.
13. Darvishzade MAS, Sakineh%A Garrosi, Behshid%A Hassanzade, Akbar. Reviewing Learning Styles Regarding Medical Students of Kerman University of Medical Sciences and Providing a Teaching Method Appropriate based on Their Views. Strides in Development of Medical Education. 2013;10(3):376-84.
14. RImaz S, Zarei F. Exploring the teaching and learning approaches from the viewpoint of postgraduate students and their lecturers. Iranian Journal of Health Education and Health Promotion. 2013;1(3):67-82.
15. Adib-Hajbaghery M, Rafiee S. Comparing the Effectiveness of Group Discussion and Lecture Methods on the learning of medical sciences students: A Review Study. Iranian Journal of Medical Education. 2016;16(0):53-62.
16. Savery JR. Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S Barrows. 2015:5-15.
17. Monzavi A, Sadighpour L, Jafari S, Saleh N, Kharazi Fard MJ. Viewpoints of Clinical Dentistry Students on the Factors Affecting the Quality of Lectures in Theoretical Courses. Iranian Journal of Medical Education. 2012;11(7):832-41.
18. Ghafourifard M, Haririan H, Aghajanloo A, Ghanei R. Comparison of case-based and lecture teaching methods the viewpoint of nursing student. Education Strategies in Medical Sciences. 2013;6(1):7-12.
19. Mollazadeh H, Kameli A, Mirhosseini F, SHoja M. Comparing the effect of education by lecture and multimedia software on learning of fundamental of nursing in nursing students. Journal of North Khorasan University of Medical Sciences. 2014;6(1):151-9.
20. Kianian T, Zare M, Ildarabadi E, Karimi Moonaghi H, Saber S. Evaluation of training competency of health care workers in training clients and patients. Journal of nursing education. 2014;3(1):51-60.
21. Hafezimoghadam P, Farahmand S, Farsi D, Zare M, Abbasi S. A comparative study of lecture and discussion methods in the education of basic life support and advanced cardiovascular life support for medical students. Turkey Journal of Emergency Medicine. 2013;13(2):59-63.
22. Noohi E, Abbaszadeh A, Sayed Bagher Madah S, Borhani F. Collaborative learning experiences in problem-based learning (PBL) education: a qualitative study. Journal of Qualitative Research in Health Sciences. 2013;1(4):255-67.
23. Asadi A. The Role of Standardized Patient in Medical Education and How to Prepared. Research in Medical Education. 2007;1(1):47-51.
24. Zaghari tafreshi M, Rasouli M, Sajadi M. Simulation in nursing education: A review article. Iranian Journal of Medical Education. 2013;12(11):888-94.
25. Maas NA, Flood LS. Implementing high-fidelity simulation in practical nursing education. Clinical Simulation in Nursing. 2011;7(6):e229-e35.
26. Rauen CA. Simulation as a teaching strategy for nursing education and orientation in cardiac surgery. Critical care nurse. 2004;24(3):46-51.
27. Reese CE, Jeffries PR, Engum SA. Learning together: Using simulations to develop nursing and medical student collaboration. Nursing education perspectives. 2010;31(1):33-7.
28. Karimyar Jahromi M. Nurses’ Quality of Performance in Intensive Care Units based on Synergy Model. Iran Journal of Nursing. 2013;26(82):74-83.
29. Cheraghi F, Shamsaei F, Shaikholsalmi F, Hasantehrani T. Relationship between Self-Efficacy and Learning and Study Strategies in Nursing and Midwifery Students of Hamedan University of Medical Sciences. Iranian Journal of Medical Education. 2013;13(4):331-40.
30. Mustapha K, Gilli Q, Frayret J-M, Lahrichi N, Karimi E. Agent-based Simulation Patient Model for Colon and Colorectal Cancer Care Trajectory. Procedia Computer Science. 2016;100:188-97.
31. Pishgahi A, Dareshiri S, Owlia MB, Halvani A, Noori Majelan n, Salman Roghani H, et al. The Effect of Active Learning Method on Stability of Information and Satisfaction of Physiopathology Students in Yazd University of Medical Sciences. Iranian Journal of Medical Education. 2010;9(3):208-15.
32. Ghasemian Safaei H, Farajzadegan Z. Active participation of student s in teaching. Iranian Journal of Medical Education. 2012;11(9):1129-30.
33. Naderi A, Baghaei R, Mohammad por Y, Aliramaei N, Ghorban zadeh K. Comparison of the Effect of Competency-Based Education Model and Traditional Teaching on Cognitive and Clinical Skills Learning among ICU Nursing Students. Iranian Journal of Medical Education. 2012;12(9):698-708.
34. Momeni Danaei S, Zarshenas L, Oshagh M, Omid Khoda SM. Which method of teaching would be better cooperative or lecture? Iranian Journal of Medical Education. 2011;11(1):24-31.
35. Zia sheikholeslami N, Bahsoun M. New method of education in prescription of various infectious diseases through simulated patients. Strides in Development of Medical Education. 2014;10(4):504-6.
36. Manzari Z, Shahraki Moghaddam E, Heshmati Nabavi F, Mazloom SR, Khaleghi E. The effects of teaching by using standardized patients on critical care nurses’ clinical decision making. Iranian Journal of Critical Care Nursing. 2015;8(2):69-78.
37. Yoo MS, Yoo IY. The effectiveness of standardized patients as a teaching method for nursing fundamentals. Journal of Nursing Education. 2003;42(10):444-8.
38. Owen AM, Ward-Smith P. Collaborative learning in nursing simulation: near-peer teaching using standardized patients. Journal of Nursing Education. 2014;53(3):170-3.
39. Sadeghnezhad H, Khazaei T, Nasiri A. Comparing the Effect of Concept Mapping to Clinical Simulation on Emergency Medical StudentsClinical Decision Making. Iranian Journal of Medical Education. 2014;14(3):241-51.
40. Siassakos D, Fox R, Crofts JF, Hunt LP, Winter C, Draycott TJ. The management of a simulated emergency: better teamwork, better performance. Resuscitation. 2011;82(2):203-6.
Endacott R, Scholes J, Cooper S, McConnell-Henry T, Porter J, Missen K, et al. Identifying patient deterioration: using simulation and reflective interviewing to examine decision making skills in a rural hospital. International Journal of Nursing Studies. 2012;49(6):710-7.
41. Jafarimanesh H, Zand S, Ranjbaran M, Varvani Farahani P, Sadrkia GR. Comparing the effectiveness of SMS and lectures on the job training for nurses. Iranian Journal of Medical Education. 2015;15(0):579-88.
42. Henderson A, Cooke M, Creedy DK, Walker R. Nursing students' perceptions of learning in practice environments: a review. Nurse education today. 2012;32(3):299-302.
43. Heron PR. Effect of lecture instruction on student performance on qualitative questions. Physical Review Special Topics-Physics Education Research. 2015;11(1):010102.
44. Hora MT. Limitations in experimental design mean that the jury is still out on lecturing. Proceedings of the National Academy of Sciences. 2014;111(30):E3024-E.
45. Pearce RS, Okwuashi LO. Lecturing versus Teaching in Foundation and First Year Mainstream Chemistry. Journal of Modern Education Review. 2013;3(7):568-75.
46. Gaberson K, Oermann M. Clinical teaching strategies in nursing: Springer publishing company; 2010.
47. Gordon JA, Shaffer DW, Raemer DB, Pawlowski J, Hurford WE, Cooper JB. A randomized controlled trial of simulation-based teaching versus traditional instruction in medicine: a pilot study among clinical medical students. Advances in Health Sciences Education. 2006;11(1):33-9.
48. Maneval R, Fowler KA, Kays JA, Boyd TM, Shuey J, Harne-Britner S, et al. The effect of high-fidelity patient simulation on the critical thinking and clinical decision-making skills of new graduate nurses. The Journal of Continuing Education in Nursing. 2012;43(3):125-34.
49. Lotfi M, KHANI H, FATHI AE, Mokhtari M. Effect of compound education simulation and critical thinking strategies on clinical decision making in surgical technologist students. 2011.
2. Khalifehzadeh A, KarimyarJahromi M. The impact of Synergy Model on nurses’ performance and the satisfaction of patients with acute coronary syndrome. Iranian journal of nursing and midwifery research. 2012;17(1).
3. Mettananda C, Rothwell P, Li L, Mehta Z, Gutnikov S. Comparison of risk factors for stroke subtypes versus acute coronary syndrome: A population-based study. 2016.
4. Lu M, Tang J, Wu J, Yang J, Yu J. Discharge planning for acute coronary syndrome patients in a tertiary hospital: a best practice implementation project. JBI database of systematic reviews and implementation reports. 2015;13(7):318-34.
5. Rostami H, Ghahramanian A, Golchin M. Journal of Nursing and Midwifery Urmia University of Medical Sciences. 2011;9(3):0-.
6. Hosseini M, Azimzadeh E. Correlation between self-efficacy and nurses’ conflict management strategies. Journal of Health Promotion Management. 2013;2(4):16-23.
7. SH AANSL. Relation between self-efficacy sense and emotional intelligence with job burnout among the personnel of Islamic Azad university of Tabriz. Journal of Educational sciences. 2009;2(7):99-119.
8. Haghani F, Asgari F, Zare S, Mahjoob-Moadab H. Correlation between Self-Efficacy and Clinical Performance of the Internship Nursing Students. Research in Medical Education. 2013;5(1):22-30.
9. Salimi T, Karimi H, Shahbazi L, Dehghanpour M, Hafezieh A, Parandeh K, et al. Evaluation of Clinical Skills of Final Year Nursing Students in Critical Care Units. The Journal of Shahid Sadoughi University of Medical Sciences. 2005;13(3):60-6.
10. Aitken L, Marshall A, Chaboyer W. ACCCN's Critical Care Nursing: Elsevier Health Sciences; 2016.
11. farmani p, zeighami mohamadi s. Viewpoints of the nurses in social security hospital of Karaj and Shahriar on nursing continuing education (2009). Iranian Journal of Medical Education. 2011;11(3):336-8.
12. Ebrahimi H, Mohammadi Hosseini F, Amirnia M, Mehraee A, Jamali V, Hejazi SA. Factors Influencing Nurses’ Participation in Continuing Education Programs in Tabriz University of Medical Sciences. Iranian Journal of Medical Education. 2012;12(7):518-26.
13. Darvishzade MAS, Sakineh%A Garrosi, Behshid%A Hassanzade, Akbar. Reviewing Learning Styles Regarding Medical Students of Kerman University of Medical Sciences and Providing a Teaching Method Appropriate based on Their Views. Strides in Development of Medical Education. 2013;10(3):376-84.
14. RImaz S, Zarei F. Exploring the teaching and learning approaches from the viewpoint of postgraduate students and their lecturers. Iranian Journal of Health Education and Health Promotion. 2013;1(3):67-82.
15. Adib-Hajbaghery M, Rafiee S. Comparing the Effectiveness of Group Discussion and Lecture Methods on the learning of medical sciences students: A Review Study. Iranian Journal of Medical Education. 2016;16(0):53-62.
16. Savery JR. Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S Barrows. 2015:5-15.
17. Monzavi A, Sadighpour L, Jafari S, Saleh N, Kharazi Fard MJ. Viewpoints of Clinical Dentistry Students on the Factors Affecting the Quality of Lectures in Theoretical Courses. Iranian Journal of Medical Education. 2012;11(7):832-41.
18. Ghafourifard M, Haririan H, Aghajanloo A, Ghanei R. Comparison of case-based and lecture teaching methods the viewpoint of nursing student. Education Strategies in Medical Sciences. 2013;6(1):7-12.
19. Mollazadeh H, Kameli A, Mirhosseini F, SHoja M. Comparing the effect of education by lecture and multimedia software on learning of fundamental of nursing in nursing students. Journal of North Khorasan University of Medical Sciences. 2014;6(1):151-9.
20. Kianian T, Zare M, Ildarabadi E, Karimi Moonaghi H, Saber S. Evaluation of training competency of health care workers in training clients and patients. Journal of nursing education. 2014;3(1):51-60.
21. Hafezimoghadam P, Farahmand S, Farsi D, Zare M, Abbasi S. A comparative study of lecture and discussion methods in the education of basic life support and advanced cardiovascular life support for medical students. Turkey Journal of Emergency Medicine. 2013;13(2):59-63.
22. Noohi E, Abbaszadeh A, Sayed Bagher Madah S, Borhani F. Collaborative learning experiences in problem-based learning (PBL) education: a qualitative study. Journal of Qualitative Research in Health Sciences. 2013;1(4):255-67.
23. Asadi A. The Role of Standardized Patient in Medical Education and How to Prepared. Research in Medical Education. 2007;1(1):47-51.
24. Zaghari tafreshi M, Rasouli M, Sajadi M. Simulation in nursing education: A review article. Iranian Journal of Medical Education. 2013;12(11):888-94.
25. Maas NA, Flood LS. Implementing high-fidelity simulation in practical nursing education. Clinical Simulation in Nursing. 2011;7(6):e229-e35.
26. Rauen CA. Simulation as a teaching strategy for nursing education and orientation in cardiac surgery. Critical care nurse. 2004;24(3):46-51.
27. Reese CE, Jeffries PR, Engum SA. Learning together: Using simulations to develop nursing and medical student collaboration. Nursing education perspectives. 2010;31(1):33-7.
28. Karimyar Jahromi M. Nurses’ Quality of Performance in Intensive Care Units based on Synergy Model. Iran Journal of Nursing. 2013;26(82):74-83.
29. Cheraghi F, Shamsaei F, Shaikholsalmi F, Hasantehrani T. Relationship between Self-Efficacy and Learning and Study Strategies in Nursing and Midwifery Students of Hamedan University of Medical Sciences. Iranian Journal of Medical Education. 2013;13(4):331-40.
30. Mustapha K, Gilli Q, Frayret J-M, Lahrichi N, Karimi E. Agent-based Simulation Patient Model for Colon and Colorectal Cancer Care Trajectory. Procedia Computer Science. 2016;100:188-97.
31. Pishgahi A, Dareshiri S, Owlia MB, Halvani A, Noori Majelan n, Salman Roghani H, et al. The Effect of Active Learning Method on Stability of Information and Satisfaction of Physiopathology Students in Yazd University of Medical Sciences. Iranian Journal of Medical Education. 2010;9(3):208-15.
32. Ghasemian Safaei H, Farajzadegan Z. Active participation of student s in teaching. Iranian Journal of Medical Education. 2012;11(9):1129-30.
33. Naderi A, Baghaei R, Mohammad por Y, Aliramaei N, Ghorban zadeh K. Comparison of the Effect of Competency-Based Education Model and Traditional Teaching on Cognitive and Clinical Skills Learning among ICU Nursing Students. Iranian Journal of Medical Education. 2012;12(9):698-708.
34. Momeni Danaei S, Zarshenas L, Oshagh M, Omid Khoda SM. Which method of teaching would be better cooperative or lecture? Iranian Journal of Medical Education. 2011;11(1):24-31.
35. Zia sheikholeslami N, Bahsoun M. New method of education in prescription of various infectious diseases through simulated patients. Strides in Development of Medical Education. 2014;10(4):504-6.
36. Manzari Z, Shahraki Moghaddam E, Heshmati Nabavi F, Mazloom SR, Khaleghi E. The effects of teaching by using standardized patients on critical care nurses’ clinical decision making. Iranian Journal of Critical Care Nursing. 2015;8(2):69-78.
37. Yoo MS, Yoo IY. The effectiveness of standardized patients as a teaching method for nursing fundamentals. Journal of Nursing Education. 2003;42(10):444-8.
38. Owen AM, Ward-Smith P. Collaborative learning in nursing simulation: near-peer teaching using standardized patients. Journal of Nursing Education. 2014;53(3):170-3.
39. Sadeghnezhad H, Khazaei T, Nasiri A. Comparing the Effect of Concept Mapping to Clinical Simulation on Emergency Medical StudentsClinical Decision Making. Iranian Journal of Medical Education. 2014;14(3):241-51.
40. Siassakos D, Fox R, Crofts JF, Hunt LP, Winter C, Draycott TJ. The management of a simulated emergency: better teamwork, better performance. Resuscitation. 2011;82(2):203-6.
Endacott R, Scholes J, Cooper S, McConnell-Henry T, Porter J, Missen K, et al. Identifying patient deterioration: using simulation and reflective interviewing to examine decision making skills in a rural hospital. International Journal of Nursing Studies. 2012;49(6):710-7.
41. Jafarimanesh H, Zand S, Ranjbaran M, Varvani Farahani P, Sadrkia GR. Comparing the effectiveness of SMS and lectures on the job training for nurses. Iranian Journal of Medical Education. 2015;15(0):579-88.
42. Henderson A, Cooke M, Creedy DK, Walker R. Nursing students' perceptions of learning in practice environments: a review. Nurse education today. 2012;32(3):299-302.
43. Heron PR. Effect of lecture instruction on student performance on qualitative questions. Physical Review Special Topics-Physics Education Research. 2015;11(1):010102.
44. Hora MT. Limitations in experimental design mean that the jury is still out on lecturing. Proceedings of the National Academy of Sciences. 2014;111(30):E3024-E.
45. Pearce RS, Okwuashi LO. Lecturing versus Teaching in Foundation and First Year Mainstream Chemistry. Journal of Modern Education Review. 2013;3(7):568-75.
46. Gaberson K, Oermann M. Clinical teaching strategies in nursing: Springer publishing company; 2010.
47. Gordon JA, Shaffer DW, Raemer DB, Pawlowski J, Hurford WE, Cooper JB. A randomized controlled trial of simulation-based teaching versus traditional instruction in medicine: a pilot study among clinical medical students. Advances in Health Sciences Education. 2006;11(1):33-9.
48. Maneval R, Fowler KA, Kays JA, Boyd TM, Shuey J, Harne-Britner S, et al. The effect of high-fidelity patient simulation on the critical thinking and clinical decision-making skills of new graduate nurses. The Journal of Continuing Education in Nursing. 2012;43(3):125-34.
49. Lotfi M, KHANI H, FATHI AE, Mokhtari M. Effect of compound education simulation and critical thinking strategies on clinical decision making in surgical technologist students. 2011.
| Files | ||
| Issue | Vol 58, No 7 (2020) | |
| Section | Original Article(s) | |
| DOI | https://doi.org/10.18502/acta.v58i7.4423 | |
| Keywords | ||
| Patient simulation Lecture Self-efficacy Nursing care management Acute coronary syndrome | ||
| Rights and permissions | |
|
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
How to Cite
1.
Khalifehzadeh A, Ranjbar Jahromi HR, Karimyar Jahromi M. Comparing the Effect of Simulated Patient and Lecture Training Methods in the Clinical Self-Efficacy of Nurses Caring for Patients With Acute Coronary Syndrome. Acta Med Iran. 2020;58(7):340-344.
