The Effects of Using Simulation-Based Learning on Critical Thinking Skills and Nursing Practice Skills in Caring for Patients with Acute Upper Gastrointestinal Bleeding among Nursing Students

Abstract

This Quasi-experimental research aimed to compare the critical thinking skills of the nursing students after using a Simulation-Based Learning (SBL) teaching program and performing nursing practice skills in caring for patients with acute upper gastrointestinal bleeding. Participants were 108 second-year Nursing students from Surat Thani Rajabhat University nursing school, divided equally into the control and experimental group by sampling without replacement.  Fifty-four students were taught by academic lecture, while the 54 other nursing students were taught by using Simulation-Based Learning (SBL). The experimental instrument was a Simulation-Based Learning (SBL) teaching program for patients with acute upper gastrointestinal bleeding. Data collection instruments were a critical thinking skills assessment and nursing practice skills for caring the patient with acute upper gastrointestinal bleeding evaluation. Cronbach’s alpha was applied to critical thinking skills assessment, reaching 0.716, while alpha and beta tests were applied to nursing practice skills for caring the patient with acute upper gastrointestinal bleeding evaluation. Data were analyzed by using mean, standard deviation, paired t-test, and independent t-test. The research results were as follows.

1. Nursing students had a higher mean score of critical thinking skills after using Simulation-Based Learning (SBL) than before at the p≤.05 (t=-2.57) level.

2. Nursing students in the experimental group had a higher mean score of critical thinking skills after using Simulation-Based Learning (SBL) than in the control group at p ≤.01 (t= 2.98).

3. The highest score for nursing practice skills in caring for patients with acute upper gastrointestinal bleeding was the respiratory assessment/ O₂ saturation monitoring skills (M= 2.75, SD= 0.62) and the lowest score was for abdominal assessment skills (M= 0.58, SD= 0.66).

4. The score of nursing practice skills for caring the patient with acute gastrointestinal bleeding after using Simulation-Based Learning (SBL) was lower than the standard criteria (≥70%) equal to 67.27%.

Therefore, the results showed that using this Simulation-Based Learning (SBL) teaching program could develop the nursing students’ critical thinking skills and nursing practice skills. Nursing instructors should apply Simulation-Based Learning (SBL) for preparing and teaching the nursing students before practicing in wards.