The Effective of Knowledge Pregnancy Examination Skills of Student Nurse by Using Simulation Pregnancy Model According to the Objective-Structured Clinical Examination: OSCE
Keywords:Simulation Pregnancy Model, knowledge of pregnancy examination, Pregnancy examination skills
Introduction: Nursing innovations are essential to develop nursing skills in the New Normal society which reduce the clients’ exposure to risk and enhance nursing confidence of nursing students.
Research objective: This study aimed to evaluate knowledge pregnancy examination skills using the Simulation Pregnancy Model compared to 70% of the benchmark according to the Objective Structured Clinical Examination (OSCE).
Research methodology: This study used a quasi-experimental design (one group pretest – posttest design). Sample consisted of 44 nursing students who were in the 3rd and 4th year of the undergraduate program during the 2020-2021 academic year. I Instruments were the Simulation Pregnancy Model, knowledge test, and Pregnancy examination skills with OSCE. Based on IOC content, content validity was 0.84 and the KR -20 knowledge test was 0.628. According to the OSCE, reliability of Pregnancy examination skills was tested using Cronbach,s alpha coefficient (0.770). Data were analyzed using descriptive statistics, paired t-test, and independent t-test.
Results: 1) Post-test mean scores of the knowledge were significant higher than pre-test scores (t(43)= -21.536, p<.001). 2) At follow-up, there were statistically significant difference (t(42)= -19.065, p<.001) between the Pregnancy examination skills with OSCE from the Simulation Pregnancy Model and the 70% benchmark of Nursing Practicum.
Conclusions: Findings of this study shows that the Simulation Pregnancy Model is effective in improving knowledge and the pregnancy examination skills of nursing students.
Implications: Nursing innovations should be promoted to improve nursing skills for students. The nurse refresher course should be provided specifically for registered nurses in need of an update in nursing skills.
Hongnoi D. The Effective of Simulation pregnancy box on learning of nursing student of Boromarajonani College of Nursing Bangkok. Research Report. Boromarajonani College of Nursing Bangkok. 2018. (in Thai)
Kaoaiem H. and Duandee K. The Evaluation of Pregnancy Model and VCD of Obstetrical examinationin Pregnant women among nursing student of Royal Thai Army Nursing College. Journal of The Royal Thai Army Nurses 2013;14(3):189-95. (in Thai)
Kaoaiem H. and Duandee K. The Evaluation of Abnormal Pregnancy Model in Obstetrical Examination Among 3rd Year Nursing Student of Royal Thai Army Nursing College. Journal of The Royal Thai Army Nurses 2014;15(2):155-9. (in Thai)
Gerdprasert S and Phumonsakul S. The perceptions of nursing students and instructors of Midwifery Practicum course on the midwifery clinical skill laboratory practice before undergoing to labour ward. Rama Nurs J 2013;19(3):400-15.
World Health Organization. Nurses and midwives for health: A WHO European strategy for nursing and midwifery education. World Health Organization, Copenhagen. 1999.
Klangsin S., Suwanrath C.,Khanuengkikong S.,Saeaib N and Boonkumnerd S. The Comparison of Skills in the Objective Structured Clinical Examintion Scores of 6th Year Medical Students in Department of Obstetrics and Gynecology.Songklanagarind Medical Journal 2016;34(6):331-8. (in Thai)
Lertbunnaphong T. Simulation Based Medical Education. Siriraj Medical Bulletin 2015;8(1):39-46.
Srisuk K. Research methodology. Krongchang Printing. 2009. (in Thai)
Lohapaiboonkul N. and Palakarn B. The Effects of an Objective Structured Clinical Examinations (OSCEs) Test to Evaluate The Knowledge and Clinical Skills in Basic Medical Treatment and Perceive of Preceptors from Community of The Clinical Skills of Nursing Students. Nursing Journal of the Ministry of Public Health 2014;13(2):24-34. (in Thai)
Ekthamasuth C., Taweesuk P.,and Choijoho R. The Development of Objective–Structured Clinical Examination Instrument in Maternal and Newborn Nursing and Midwifery Practicum II. Journal of Boromarajonani College of Nursing, Bangkok. 2017;33(3):27-37. (in Thai)
Driver, R and Oldham V. A constructivist approach to curriculum development. Studies in Science Education. 1986;13:105-22.
Bandura A. Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review1977; 84(2):191-215.
Suwannakeeree W., Jullmusi O. and Tangkawanich T. Simulation-Based Learning Management for Nursing Students. Journal of Nursing Science Chulalongkorn University 2016;28(2):1-13. (in Thai)
Klaypeth P. Achievement and Self-Efficacy of Nursing Clinical Skills with Objective Structured Clinical Examination (OSCE) of Nursing Students. NRRU Community Research Journal 2020;14(3):144-54. (in Thai)
Norkaeo D., Kangyang M., Buranarom P., Taveekaew C., Kanbupar N. and Promwong W. The Effect of High-Fidelity Simulation Teaching Program on Student Nurses’ Knowledge, Skill, and Self-efficacy regarding Nursing Care for Pregnant. Nursing Journal of the Ministry of Public Health 2019;29(3):53-65. (in Thai)
Hall SW. High-Fidelity Simulation for Senior Maternity Nursing Students. Nursing Education Perspectives 2016;36(2):124-6.
Tantalanukul S., Rattanasak S., Sengpanich C., Srisung W.and Tungkawanich T.The Effect of Simulation-Based Learning on the Ability Development of Primary Medical Care Practicum of Nursing Students at Boromarajonani College of Nursing Uttaradit. Boromarajonani College of Nursing, Uttaradit Journal 2016;28(2):1-13. (in Thai)
Houghton C.E.,Casey D.,Shaw D.and Murphy K. Staff and students perceptions and experiences of teaching and assessment in clinical skills laboratories: Interview findings from a multiple case study. Nurse Education Today.2012.;32(6):621-728.
How to Cite
Copyright (c) 2022 Journal of Health and Nursing Research (Journal of Boromarajonani College of Nursing, Bangkok)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Article published Is the copyright of the Journal of Health and Nursing Research (Boromarajonani College of Nursing, Bangkok) Cannot be republished in other journals