The Effect of Teaching Simulation-Based Learning Program to The Knowledge in Basic Medical Care of Nursing students

Abstract

This quasi-experimental research aimed to examine the effects of Simulation-Based Learning (SBL) Program to evaluate the knowledge in Basic Medical Care (BMC) of nursing students. The eighty of senior nursing students at Saint Louis College were simple random assigned in an experimental group (n = 40) and a comparison groups (n = 40). The experimental group was intervened a seven-week clinical teaching used SBL including lecture, Sim-Man 3G model, and physical examination. The comparison group was received regular study including lecture and physical examination. After fourteen weeks, the intervention group was evaluated the knowledge within before, after, and seventh-week follow up. Data were analyzed by using descriptive statistics, Independent t-test, Paired t-test and One-way Repeated Measures ANOVA. The finding revealed that the mean scores of knowledge in experimental group had significantly higher than those in the comparison group (p-value < .05). The knowledge of the experimental group among before, after, and seventh-week follow up had a significantly difference (F = 207.62, p-value <.05). The mean scores of knowledge after intervention and seventh-week follow up were significantly higher than before intervention (p-value <.05). The SBL can help nursing students to gain knowledge and clinical skills in BMC. This clinical teaching is recommended to teach in other nursing subjects.