Basic strategy in nursing education: managment of Diabetes Mellitus by simulation method

Gülcan Bakan; Arife Azak; Ümran Özdemir

doi:10.31362/patd.792679

Araştırma Makalesi

Basic strategy in nursing education: managment of Diabetes Mellitus by simulation method

Yıl 2021, Cilt: 14 Sayı: 3, 538 - 547, 01.07.2021

Gülcan Bakan Arife Azak Ümran Özdemir

https://doi.org/10.31362/patd.792679

Öz

Aim: In this study, it was aimed to test the design of the Diabetes Mellitus simulation method prepared in accordance with ST-IX prepared by The International Nursing Association for Clinical Simulation and Learning.
Material and method: This study is planned as cross-sectional. The study was completed with 169 students at Internal Diseases Nursing course at Public University in Turkey. Their opinions and achievement scores were used to evaluate the research results.
Results: As the Diabetes Mellitus simulation scores of the students increased, the application note and the end-of-semester grade rose. The students expressed their opinions about simulation training with 'I was worried before the internship', 'I learned to interpret the disease' expressions.
Conclusion: The simulation, prepared and put into practice for the management of Diabetes Mellitus in accordance with the stages of EİUS:ST-IX, increased practice and end of term grades of students and according to students’ statements, it increased their self confidences, decreased their preclinical concerns and is effective on learning.

Anahtar Kelimeler

Simulation, nursing, EIUS: ST-IX, diabetes mellitus

Destekleyen Kurum

Scientific Research Coordination Unit of Pamukkale University

Proje Numarası

2018KKP201

Kaynakça

[1] E. Tutun Yumin, Y. Bakar, and T. Tarsuslu Simsek, “The Effect of Diabetes on Life Quality of Individuals with Type 2 Diabetes,” Turkiye Klin. J. Sport. Sci., vol. 9, no. 2, pp. 77–86, 2017.
[2] International Diabetes Federation, IDF DIABETES ATLAS 2017, Eighth edi. 2017.
[3] I. Satman, S. Imamoglu, C. Yılmaz, G. Ayvaz, and A. Comlekci, “Diabetes in the World and Turkey,” Turkish J. Endocrinol. Metab., vol. 16, no. 1, pp. 1–56, 2012.
[4] G. Bakan, A. Azak, and Uu. Ozdemir, “Diabetes and Socio-Cultural Approach,” J. Kesit Acad., vol. 3, no. 12, pp. 180–195, 2017.
[5] S. Del Prato et al., “Improving glucose management: Ten steps to get more patients with type 2 diabetes to glycaemic goal,” Int. J. Clin. Pract., vol. 59, no. 11, pp. 1345–1355, 2005.
[6] D. Vogel and S. Harendza, “Basic practical skills teaching and learning in undergraduate medical education-a review on methodological evidence,” GMS J. Med. Educ., vol. 33, no. 4, pp. 1–19, 2016.
[7] C. Dobbs, V. Sweitzer, and P. Jeffries, “Testing Simulation Design Features using an Insulin Management Simulation in Nursing Education,” Clin. Simul. Nurs., vol. 2, no. 1, pp. e17–e22, 2006.
[8] T. D. N. A. (TDHD), “What is diabetes nursing?,” Turkish Diabetes Nursing Association (TDHD), 2015. [Online]. Available: http://www.tdhd.org/diyabet_hemsireligi.php. [Accessed: 20-Jul-2019].
[9] C. A. Rauen, “Simulation as a Teaching Strategy for Nursing Education and Orientation in Cardiac Surgery,” Crit. Care Nurse, vol. 24, no. 3, pp. 46–51, 2004.
[10] M. L. Rhodes and C. Curran, “Use of the human patient simulator to teach clinical judgment skills in a baccalaureate nursing program,” CIN - Comput. Informatics Nurs., vol. 23, no. 5, pp. 256–262, 2005.
[11] J. Limoges, “An exploration of ruling relations and how they organize and regulate nursing education in the high-fidelity patient simulation laboratory,” Nurs. Inq., vol. 17, no. 1, pp. 57–63, 2010.
[12] C. Chronister and D. Brown, “Comparison of Simulation Debriefing Methods,” Clin. Simul. Nurs., vol. 8, no. 7, pp. e281–e288, 2012.
[13] H. Tuzer, M. Elcin, and M. Elcin, “Importance of Debrifing Sessions in Simulation Practices Undergraduate Nursing Education,” Turkiye Klin. Pediatr. Nurs. - Spec. Top. J. Identity, vol. 3, no. 1, pp. 23–27, 2017.
[14] F. Terzioglu et al., “Nursing Students’ Opinions About Simulation Method,” Hacettepe Univ. Fac. Heal. Sci. Nurs. Journa, pp. 16–23, 2012.
[15] M. Karadag, N. Caliskan, and O. Iseri, “The Views Of Students Regarding The Use Of Simulated Patient,” J. Contemp. Med., vol. 5, no. 1, p. 36, 2015.
[16] P. G. Sanford, “Simulation in nursing education: A review of the research,” Qual. Rep., vol. 15, no. 4, pp. 1006–1011, 2010.
[17] M. Sendir and P. Dogan, “Use of Simulation in Nursing Education: A Systematic Review,” Florence Nightingale J. Nurs., vol. 23, no. 1, pp. 49–56, 2015.
[18] M. S. D‘Souza, P. Arjunan, and R. Venkatesaperumal, “High fidelity simulation in nursing education,” Int. J. Heal. Sci. Res., vol. 7, no. 7, pp. 340–353, 2017.
[19] M. A. Cantrell, “The Importance of Debriefing in Clinical Simulations,” Clin. Simul. Nurs., vol. 4, no. 2, 2008.
[20] C. Foronda, S. Liu, and E. B. Bauman, “Evaluation of simulation in undergraduate nurse education: An integrative review,” Clin. Simul. Nurs., vol. 9, no. 10, 2013.
[21] C. M. Sarabia-Cobo, A. R. Alconero-Camarero, L. Lavín-Alconero, and I. Ibáñez-Rementería, “Assessment of a learning intervention in palliative care based on clinical simulations for nursing students,” Nurse Educ. Today, vol. 45, pp. 219–224, 2016.
[22] C. Durham and K. Alden, “Enhancing Patient Safety in Nursing Education Through Patient Simulation.,” in Patient Safety and Quality: An Evidence-Based Handbook for Nurses, R. Hughes, Ed. Agency for Healthcare Research and Quality (US), 2008, pp. 221–225.
[23] M. A. Shinnick, M. Woo, T. B. Horwich, and R. Steadman, “Debriefing: The Most Important Component in Simulation?,” Clin. Simul. Nurs., vol. 7, no. 3, pp. 105–111, 2011.
[24] T. Inacsl and S. Committee, “Standards of Best Practice INACSL Standards of Best Practice : Simulation SM : Operations The INACSL Standards Committee,” Clin. Simul. Nurs., vol. 13, no. 12, pp. 681–687, 2017.
[25] A. K. Dogan, N. Aydin, and P. Dogan, “Teaching the Convulsion Management by Using Simulation Method,” J Pediatr Nurs, vol. 3, no. 1, pp. 61–67, 2017.
[26] J. A. Sperl-Hillen et al., “Using simulation technology to teach diabetes care management skills to resident physicians,” J. Diabetes Sci. Technol., vol. 7, no. 5, pp. 1243–1254, 2013.
[27] C. M. Thomas and N. Barker, “Simulation Elective: A Novel Approach to Using Simulation for Learning,” Clin. Simul. Nurs., vol. 23, pp. 21–29, 2018.
[28] H. R. Jin and Y. J. Choi, “Three-dimensional needs of standardized patients in nursing simulations and collaboration strategies: A qualitative analysis,” Nurse Educ. Today, vol. 68, no. January, pp. 177–181, 2018.
[29] B.-S. Park, S.-J. Park, G.-Y. Ko, M.-J. Kim, and E.-Y. Choi, “Effects of Integrated Simulation Program on the Critical Thinking Disposition, Problem- Solving Process and Job Performance of Nursing College Students,” J. Biomed. Eng. Med. Imaging, vol. 4, no. 6, 2017.
[30] M. L. Au, M. S. Lo, W. Cheong, S. C. Wang, and I. K. Van, “Nursing students’ perception of high-fidelity simulation activity instead of clinical placement: A qualitative study,” Nurse Educ. Today, vol. 39, no. February, pp. 16–21, 2016.
[31] J. J. Lee, H. C. Jeong, K. A. Kang, Y. J. Kim, and M. N. Lee, “Development of a simulation scenario and evaluation checklist for patients with asthma in emergency care,” CIN - Comput. Informatics Nurs., vol. 33, no. 12, pp. 546–554, 2015.
[32] S. Goris, N. Bilgi, and S. K. Bayindir, “Use of Simulation in Nursing Education,” vol. 4, no. 2, pp. 25–29, 2014.
[33] P. Paul et al., “Interprofessional Simulation Learning with Nursing and Pharmacy Students: A Qualitative Study,” Qual. Adv. Nurs. Educ. - Avancées en Form. Infirm., vol. 1, no. 1, 2014.
[34] R. Baptista, F. Pereira, and J. Martins, “Perception of nursing students on high-fidelity practices: a phenomenological study,” J. Nurs. Educ. Pract., vol. 6, no. 8, 2016.

Hemşirelik eğitiminde temel strateji: simülasyon yöntemi ile Diabetes Mellitus yönetimi

Yıl 2021, Cilt: 14 Sayı: 3, 538 - 547, 01.07.2021

Gülcan Bakan Arife Azak Ümran Özdemir

https://doi.org/10.31362/patd.792679

Öz

Amaç: Bu çalışmada İç Hastalıkları Hemşireliği dersi alan öğrencilerin The International Nursing Association for Clinical Simulation and Learning tarafından açıklanan EİUS: ST-IX aşamalarına göre hazırlanan Diabetes Mellitus simülasyon yöntemi ile eğitiminde, başarılarının değ erlendirilmesi ile tasarımının test edilmesi amaçlanmıştır.
Gereç ve yöntem: Araştırmada İç Hastalıkları Hemşireliği dersi alan 169 öğrenci ile çalışma tamamlanmıştır. Araştırma sonuçlarını değerlendirmek için öğrenci görüşleri ve başarı puanları kullanılmıştır.
Bulgular: Katılımcıların %30,2’si erkek, %69,8’i kadındır. Diabetes Mellitus simülasyon puan ortalamaları 5’li likert değerlendirmede 2,7929±1,05715 olarak, uygulama not ortalaması 79,3195±7,31386, dönem sonu not ortalaması 65,2959±8,60482 olarak saptanmıştır. Öğrencilerin Diabetes Mellitus similasyon puanları yükseldikçe uygulama notu ve dönem sonu notunun yükseldiği ve simülasyon puanı düşük olan öğrencilerin dönem sonu notunun da düşük olduğu bulunmuştur. Öğrenciler simülasyon eğitimine ilişkin görüşlerini ‘Staj öncesi endişemi attım’, ‘Hastalığı yorumlamayı öğrendim’, ‘Çok keyifli ve öğretici’ ifadeleri ile belirtmişlerdir.
Sonuç: Hemş irelik eğ itiminde The International Nursing Association for Clinical Simulation and Learning tarafından açıklanan EIUS: ST-IX aşamalarına göre hazırlanan Diabetes Mellitus simülasyon yönteminin kullanımının, öğ rencilerin klinik uygulama başarılarını arttırdığı, gerçeğ e en yakın tıbbi durumları, klinik problemleri değ erlendirebilmelerine ve hemş irelik bakımını planlamalarına katkı sağ ladığ ı düşünülmektedir.

Anahtar Kelimeler

Simülasyon, hemşirelik, diyabetes mellitus, EIUS: ST-IX

Proje Numarası

2018KKP201

Kaynakça

[1] E. Tutun Yumin, Y. Bakar, and T. Tarsuslu Simsek, “The Effect of Diabetes on Life Quality of Individuals with Type 2 Diabetes,” Turkiye Klin. J. Sport. Sci., vol. 9, no. 2, pp. 77–86, 2017.
[2] International Diabetes Federation, IDF DIABETES ATLAS 2017, Eighth edi. 2017.
[3] I. Satman, S. Imamoglu, C. Yılmaz, G. Ayvaz, and A. Comlekci, “Diabetes in the World and Turkey,” Turkish J. Endocrinol. Metab., vol. 16, no. 1, pp. 1–56, 2012.
[4] G. Bakan, A. Azak, and Uu. Ozdemir, “Diabetes and Socio-Cultural Approach,” J. Kesit Acad., vol. 3, no. 12, pp. 180–195, 2017.
[5] S. Del Prato et al., “Improving glucose management: Ten steps to get more patients with type 2 diabetes to glycaemic goal,” Int. J. Clin. Pract., vol. 59, no. 11, pp. 1345–1355, 2005.
[6] D. Vogel and S. Harendza, “Basic practical skills teaching and learning in undergraduate medical education-a review on methodological evidence,” GMS J. Med. Educ., vol. 33, no. 4, pp. 1–19, 2016.
[7] C. Dobbs, V. Sweitzer, and P. Jeffries, “Testing Simulation Design Features using an Insulin Management Simulation in Nursing Education,” Clin. Simul. Nurs., vol. 2, no. 1, pp. e17–e22, 2006.
[8] T. D. N. A. (TDHD), “What is diabetes nursing?,” Turkish Diabetes Nursing Association (TDHD), 2015. [Online]. Available: http://www.tdhd.org/diyabet_hemsireligi.php. [Accessed: 20-Jul-2019].
[9] C. A. Rauen, “Simulation as a Teaching Strategy for Nursing Education and Orientation in Cardiac Surgery,” Crit. Care Nurse, vol. 24, no. 3, pp. 46–51, 2004.
[10] M. L. Rhodes and C. Curran, “Use of the human patient simulator to teach clinical judgment skills in a baccalaureate nursing program,” CIN - Comput. Informatics Nurs., vol. 23, no. 5, pp. 256–262, 2005.
[11] J. Limoges, “An exploration of ruling relations and how they organize and regulate nursing education in the high-fidelity patient simulation laboratory,” Nurs. Inq., vol. 17, no. 1, pp. 57–63, 2010.
[12] C. Chronister and D. Brown, “Comparison of Simulation Debriefing Methods,” Clin. Simul. Nurs., vol. 8, no. 7, pp. e281–e288, 2012.
[13] H. Tuzer, M. Elcin, and M. Elcin, “Importance of Debrifing Sessions in Simulation Practices Undergraduate Nursing Education,” Turkiye Klin. Pediatr. Nurs. - Spec. Top. J. Identity, vol. 3, no. 1, pp. 23–27, 2017.
[14] F. Terzioglu et al., “Nursing Students’ Opinions About Simulation Method,” Hacettepe Univ. Fac. Heal. Sci. Nurs. Journa, pp. 16–23, 2012.
[15] M. Karadag, N. Caliskan, and O. Iseri, “The Views Of Students Regarding The Use Of Simulated Patient,” J. Contemp. Med., vol. 5, no. 1, p. 36, 2015.
[16] P. G. Sanford, “Simulation in nursing education: A review of the research,” Qual. Rep., vol. 15, no. 4, pp. 1006–1011, 2010.
[17] M. Sendir and P. Dogan, “Use of Simulation in Nursing Education: A Systematic Review,” Florence Nightingale J. Nurs., vol. 23, no. 1, pp. 49–56, 2015.
[18] M. S. D‘Souza, P. Arjunan, and R. Venkatesaperumal, “High fidelity simulation in nursing education,” Int. J. Heal. Sci. Res., vol. 7, no. 7, pp. 340–353, 2017.
[19] M. A. Cantrell, “The Importance of Debriefing in Clinical Simulations,” Clin. Simul. Nurs., vol. 4, no. 2, 2008.
[20] C. Foronda, S. Liu, and E. B. Bauman, “Evaluation of simulation in undergraduate nurse education: An integrative review,” Clin. Simul. Nurs., vol. 9, no. 10, 2013.
[21] C. M. Sarabia-Cobo, A. R. Alconero-Camarero, L. Lavín-Alconero, and I. Ibáñez-Rementería, “Assessment of a learning intervention in palliative care based on clinical simulations for nursing students,” Nurse Educ. Today, vol. 45, pp. 219–224, 2016.
[22] C. Durham and K. Alden, “Enhancing Patient Safety in Nursing Education Through Patient Simulation.,” in Patient Safety and Quality: An Evidence-Based Handbook for Nurses, R. Hughes, Ed. Agency for Healthcare Research and Quality (US), 2008, pp. 221–225.
[23] M. A. Shinnick, M. Woo, T. B. Horwich, and R. Steadman, “Debriefing: The Most Important Component in Simulation?,” Clin. Simul. Nurs., vol. 7, no. 3, pp. 105–111, 2011.
[24] T. Inacsl and S. Committee, “Standards of Best Practice INACSL Standards of Best Practice : Simulation SM : Operations The INACSL Standards Committee,” Clin. Simul. Nurs., vol. 13, no. 12, pp. 681–687, 2017.
[25] A. K. Dogan, N. Aydin, and P. Dogan, “Teaching the Convulsion Management by Using Simulation Method,” J Pediatr Nurs, vol. 3, no. 1, pp. 61–67, 2017.
[26] J. A. Sperl-Hillen et al., “Using simulation technology to teach diabetes care management skills to resident physicians,” J. Diabetes Sci. Technol., vol. 7, no. 5, pp. 1243–1254, 2013.
[27] C. M. Thomas and N. Barker, “Simulation Elective: A Novel Approach to Using Simulation for Learning,” Clin. Simul. Nurs., vol. 23, pp. 21–29, 2018.
[28] H. R. Jin and Y. J. Choi, “Three-dimensional needs of standardized patients in nursing simulations and collaboration strategies: A qualitative analysis,” Nurse Educ. Today, vol. 68, no. January, pp. 177–181, 2018.
[29] B.-S. Park, S.-J. Park, G.-Y. Ko, M.-J. Kim, and E.-Y. Choi, “Effects of Integrated Simulation Program on the Critical Thinking Disposition, Problem- Solving Process and Job Performance of Nursing College Students,” J. Biomed. Eng. Med. Imaging, vol. 4, no. 6, 2017.
[30] M. L. Au, M. S. Lo, W. Cheong, S. C. Wang, and I. K. Van, “Nursing students’ perception of high-fidelity simulation activity instead of clinical placement: A qualitative study,” Nurse Educ. Today, vol. 39, no. February, pp. 16–21, 2016.
[31] J. J. Lee, H. C. Jeong, K. A. Kang, Y. J. Kim, and M. N. Lee, “Development of a simulation scenario and evaluation checklist for patients with asthma in emergency care,” CIN - Comput. Informatics Nurs., vol. 33, no. 12, pp. 546–554, 2015.
[32] S. Goris, N. Bilgi, and S. K. Bayindir, “Use of Simulation in Nursing Education,” vol. 4, no. 2, pp. 25–29, 2014.
[33] P. Paul et al., “Interprofessional Simulation Learning with Nursing and Pharmacy Students: A Qualitative Study,” Qual. Adv. Nurs. Educ. - Avancées en Form. Infirm., vol. 1, no. 1, 2014.
[34] R. Baptista, F. Pereira, and J. Martins, “Perception of nursing students on high-fidelity practices: a phenomenological study,” J. Nurs. Educ. Pract., vol. 6, no. 8, 2016.

Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	İngilizce
Konular	Klinik Tıp Bilimleri
Bölüm	Araştırma Makalesi
Yazarlar	Gülcan Bakan 0000-0002-9994-6124 Arife Azak 0000-0001-8438-3974 Ümran Özdemir 0000-0003-1809-3367
Proje Numarası	2018KKP201
Yayımlanma Tarihi	1 Temmuz 2021
Gönderilme Tarihi	9 Eylül 2020
Kabul Tarihi	21 Aralık 2020
Yayımlandığı Sayı	Yıl 2021 Cilt: 14 Sayı: 3

Kaynak Göster

APA	Bakan, G., Azak, A., & Özdemir, Ü. (2021). Basic strategy in nursing education: managment of Diabetes Mellitus by simulation method. Pamukkale Medical Journal, 14(3), 538-547. https://doi.org/10.31362/patd.792679
AMA	Bakan G, Azak A, Özdemir Ü. Basic strategy in nursing education: managment of Diabetes Mellitus by simulation method. Pam Tıp Derg. Temmuz 2021;14(3):538-547. doi:10.31362/patd.792679
Chicago	Bakan, Gülcan, Arife Azak, ve Ümran Özdemir. “Basic Strategy in Nursing Education: Managment of Diabetes Mellitus by Simulation Method”. Pamukkale Medical Journal 14, sy. 3 (Temmuz 2021): 538-47. https://doi.org/10.31362/patd.792679.
EndNote	Bakan G, Azak A, Özdemir Ü (01 Temmuz 2021) Basic strategy in nursing education: managment of Diabetes Mellitus by simulation method. Pamukkale Medical Journal 14 3 538–547.
IEEE	G. Bakan, A. Azak, ve Ü. Özdemir, “Basic strategy in nursing education: managment of Diabetes Mellitus by simulation method”, Pam Tıp Derg, c. 14, sy. 3, ss. 538–547, 2021, doi: 10.31362/patd.792679.
ISNAD	Bakan, Gülcan vd. “Basic Strategy in Nursing Education: Managment of Diabetes Mellitus by Simulation Method”. Pamukkale Medical Journal 14/3 (Temmuz 2021), 538-547. https://doi.org/10.31362/patd.792679.
JAMA	Bakan G, Azak A, Özdemir Ü. Basic strategy in nursing education: managment of Diabetes Mellitus by simulation method. Pam Tıp Derg. 2021;14:538–547.
MLA	Bakan, Gülcan vd. “Basic Strategy in Nursing Education: Managment of Diabetes Mellitus by Simulation Method”. Pamukkale Medical Journal, c. 14, sy. 3, 2021, ss. 538-47, doi:10.31362/patd.792679.
Vancouver	Bakan G, Azak A, Özdemir Ü. Basic strategy in nursing education: managment of Diabetes Mellitus by simulation method. Pam Tıp Derg. 2021;14(3):538-47.

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