{"title":"综合模拟体验式灾害护理对护理本科生学习效果的影响：一项准实验研究。","authors":"Etika Emaliyawati, Kusman Ibrahim, Yanny Trisyani, Praneed Songwathana","doi":"10.2147/AMEP.S489163","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Traditional classroom-based learning often lacks the depth of experience to develop the practical skills and decision-making abilities needed in disaster situations. Integrated Simulation Experiential Learning Disaster Nursing (ISEL-DN) is an innovative approach that combines simulation technology with experiential learning, providing a more immersive and interactive learning experience for students.</p><p><strong>Purpose: </strong>This study aimed to explore the effectiveness of the ISEL-DN model in enhancing knowledge, attitudes, satisfaction, and self-confidence among undergraduate nursing students.</p><p><strong>Methods: </strong>A quasi-experimental study with a control group was conducted on 94 undergraduate nursing students (Intervention group: 47 and control group: 47). Samples were recruited using convenience sampling by inclusion and exclusion criteria. The intervention group was given learning based on ISEL-DN. The data were analyzed univariately by displaying the frequency distribution and central tendency, and comparisons were made using the Wilcoxon rank and Mann-Whitney <i>U</i>-tests.</p><p><strong>Results: </strong>Significant improvements were observed in the control group across variables: knowledge (<i>p</i><0.001), attitude (<i>p</i>=0.042), satisfaction (<i>p</i>=0.001), and overall self-confidence (<i>p</i>=0.009). In the intervention group, all variables and subcomponents showed significant improvements (<i>p</i><0.05). The ISEL-DN model significantly increased knowledge and satisfaction, much greater than traditional learning (<i>p</i><0.05).</p><p><strong>Conclusion: </strong>This study showed that the ISEL-DN model significantly improved nursing students' knowledge and satisfaction, attitudes, and self-confidence compared to traditional learning. The knowledge and satisfaction variables observed the most significant improvement, indicating that the ISEL-DN model provided a more interactive and in-depth learning experience. This model can be innovative in disaster nursing education to improve students' preparedness to deal with emergency situations effectively.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"311-321"},"PeriodicalIF":1.8000,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11853143/pdf/","citationCount":"0","resultStr":"{\"title\":\"The Effect of Integrated Simulation Experiential Learning Disaster Nursing for Enhancing Learning Outcomes Among Undergraduate Nursing Students: A Quasi-Experimental Study.\",\"authors\":\"Etika Emaliyawati, Kusman Ibrahim, Yanny Trisyani, Praneed Songwathana\",\"doi\":\"10.2147/AMEP.S489163\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Traditional classroom-based learning often lacks the depth of experience to develop the practical skills and decision-making abilities needed in disaster situations. Integrated Simulation Experiential Learning Disaster Nursing (ISEL-DN) is an innovative approach that combines simulation technology with experiential learning, providing a more immersive and interactive learning experience for students.</p><p><strong>Purpose: </strong>This study aimed to explore the effectiveness of the ISEL-DN model in enhancing knowledge, attitudes, satisfaction, and self-confidence among undergraduate nursing students.</p><p><strong>Methods: </strong>A quasi-experimental study with a control group was conducted on 94 undergraduate nursing students (Intervention group: 47 and control group: 47). Samples were recruited using convenience sampling by inclusion and exclusion criteria. The intervention group was given learning based on ISEL-DN. The data were analyzed univariately by displaying the frequency distribution and central tendency, and comparisons were made using the Wilcoxon rank and Mann-Whitney <i>U</i>-tests.</p><p><strong>Results: </strong>Significant improvements were observed in the control group across variables: knowledge (<i>p</i><0.001), attitude (<i>p</i>=0.042), satisfaction (<i>p</i>=0.001), and overall self-confidence (<i>p</i>=0.009). In the intervention group, all variables and subcomponents showed significant improvements (<i>p</i><0.05). The ISEL-DN model significantly increased knowledge and satisfaction, much greater than traditional learning (<i>p</i><0.05).</p><p><strong>Conclusion: </strong>This study showed that the ISEL-DN model significantly improved nursing students' knowledge and satisfaction, attitudes, and self-confidence compared to traditional learning. The knowledge and satisfaction variables observed the most significant improvement, indicating that the ISEL-DN model provided a more interactive and in-depth learning experience. This model can be innovative in disaster nursing education to improve students' preparedness to deal with emergency situations effectively.</p>\",\"PeriodicalId\":47404,\"journal\":{\"name\":\"Advances in Medical Education and Practice\",\"volume\":\"16 \",\"pages\":\"311-321\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2025-02-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11853143/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Advances in Medical Education and Practice\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2147/AMEP.S489163\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advances in Medical Education and Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2147/AMEP.S489163","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
The Effect of Integrated Simulation Experiential Learning Disaster Nursing for Enhancing Learning Outcomes Among Undergraduate Nursing Students: A Quasi-Experimental Study.
Background: Traditional classroom-based learning often lacks the depth of experience to develop the practical skills and decision-making abilities needed in disaster situations. Integrated Simulation Experiential Learning Disaster Nursing (ISEL-DN) is an innovative approach that combines simulation technology with experiential learning, providing a more immersive and interactive learning experience for students.
Purpose: This study aimed to explore the effectiveness of the ISEL-DN model in enhancing knowledge, attitudes, satisfaction, and self-confidence among undergraduate nursing students.
Methods: A quasi-experimental study with a control group was conducted on 94 undergraduate nursing students (Intervention group: 47 and control group: 47). Samples were recruited using convenience sampling by inclusion and exclusion criteria. The intervention group was given learning based on ISEL-DN. The data were analyzed univariately by displaying the frequency distribution and central tendency, and comparisons were made using the Wilcoxon rank and Mann-Whitney U-tests.
Results: Significant improvements were observed in the control group across variables: knowledge (p<0.001), attitude (p=0.042), satisfaction (p=0.001), and overall self-confidence (p=0.009). In the intervention group, all variables and subcomponents showed significant improvements (p<0.05). The ISEL-DN model significantly increased knowledge and satisfaction, much greater than traditional learning (p<0.05).
Conclusion: This study showed that the ISEL-DN model significantly improved nursing students' knowledge and satisfaction, attitudes, and self-confidence compared to traditional learning. The knowledge and satisfaction variables observed the most significant improvement, indicating that the ISEL-DN model provided a more interactive and in-depth learning experience. This model can be innovative in disaster nursing education to improve students' preparedness to deal with emergency situations effectively.
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