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IRCT201204078315N4 IRCT 2012-05-02 Vice chancellor for research, Tabriz University of Medical Sciences The Effect of Simulation on Placement Peripheral Intravenous Line in Pediatric The effect of Simulation and Demonstration Training on Baccalaureate nursing Student's Skill and Self Confidence Related to Placement Peripheral Intravenous Line in Pediatric 2012-04-29 anticipated 60 Complete https://irct.ir/trial/8762 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Other. N/A Inadequate teaching. Intervention 1: The second intervention group includes students that is being trained with demonstration method. At first the researcher describes the purpose of this procedure and the necessary instrument to them. Then the researcher demonstrates this procedure on infant manikin in skill laboratory for 15 minutes. Then each student tries to do this procedure on infant manikin for 15 minutes. The time for training & practice is limited to 30 minutes. Intervention 2: The first intervention group includes students that will be trained placement Peripheral Intravenous Line in pediatric in skill laboratory of nursing and midwifery faculty for 45 minutes. For the simulation training, members of the experimental group signed up to come to the learning laboratory in pairs. Prior to the start of the simulation, subjects were oriented to the learning objectives, equipment, setting, student and facilitator roles, and expectations for the simulation. All simulation participants will be provided with a written scenario for the simulation. One subject will be randomly selected to act as the nurse that should place Peripheral Intravenous Line on an infant manikin in the skill laboratory for 15 minutes and interact with child family and the other subject will be in the role of an observer. Researcher acts as a facilitator and child’s mother. During the simulation, the observer and Researcher will take note of the nurse’s performance related to both the placement Peripheral Intravenous Line in pediatric skill as well as interpersonal relations. After the completion of the first simulation, the subject pair will switch roles and completed a second simulation using a different scenario. Immediately after completion of both simulations, the subject pair and facilitator will conduct a 15-minute debriefing session. The Researcher will facilitate the debriefing discussion. During the debriefing, subjects will discuss personal feelings about the simulation and their skill related to placement Peripheral Intravenous Line in pediatric as well as will provide objective feedback to the other subject on his/her performance. The Researcher also will add additional feedback and answer to the subject’s questions or concerns. The time for training & practice is limited to 45 minutes. Intervention 3: There is no intervention for participants in control group and they only receive routine training by lecturing and showing slides.
public Dr Leila Valizadeh
Shariety South St; Faculty of Nursing & Midwifery ; Tabriz ; Iran
Tabriz Iran (Islamic Republic of) +98 914 412 5864 valizadehl@tbzmed.ac.ir Tabriz University of Medical Sciences scientific Dr Leila Valizadeh
Shariety South St ; Faculty of Nursing & Midwifery of Tabriz ; Iran
Tabriz Iran (Islamic Republic of) +98 4114796770152 valizadehl@tbzmed.ac.ir Tabriz University of Medical Sciences Iran (Islamic Republic of) Inclusion criteria: Willingness to participate in the study; 5 and 6 semesters of undergraduate nursing students; No previous experience with Placement Peripheral Intravenous Line in Pediatric Exclusion criteria: Guest or transferstudent from two and three type of medical sciences university; having Detectable disease affecting learning ; Not participate in training sessions or periodic tests; Risk of stress or adverse conditions in the training and test sessions 18 years 50 years Both Z55.8 Other problems related to education and literacy Other Other Other The second intervention group includes students that is being trained with demonstration method. At first the researcher describes the purpose of this procedure and the necessary instrument to them. Then the researcher demonstrates this procedure on infant manikin in skill laboratory for 15 minutes. Then each student tries to do this procedure on infant manikin for 15 minutes. The time for training & practice is limited to 30 minutes. The first intervention group includes students that will be trained placement Peripheral Intravenous Line in pediatric in skill laboratory of nursing and midwifery faculty for 45 minutes. For the simulation training, members of the experimental group signed up to come to the learning laboratory in pairs. Prior to the start of the simulation, subjects were oriented to the learning objectives, equipment, setting, student and facilitator roles, and expectations for the simulation. All simulation participants will be provided with a written scenario for the simulation. One subject will be randomly selected to act as the nurse that should place Peripheral Intravenous Line on an infant manikin in the skill laboratory for 15 minutes and interact with child family and the other subject will be in the role of an observer. Researcher acts as a facilitator and child’s mother. During the simulation, the observer and Researcher will take note of the nurse’s performance related to both the placement Peripheral Intravenous Line in pediatric skill as well as interpersonal relations. After the completion of the first simulation, the subject pair will switch roles and completed a second simulation using a different scenario. Immediately after completion of both simulations, the subject pair and facilitator will conduct a 15-minute debriefing session. The Researcher will facilitate the debriefing discussion. During the debriefing, subjects will discuss personal feelings about the simulation and their skill related to placement Peripheral Intravenous Line in pediatric as well as will provide objective feedback to the other subject on his/her performance. The Researcher also will add additional feedback and answer to the subject’s questions or concerns. The time for training & practice is limited to 45 minutes. There is no intervention for participants in control group and they only receive routine training by lecturing and showing slides. Baccalaureate nursing Students' Self Confidence Related to Placement Peripheral Intravenous Line in Pediatric. Timepoint: Once before the intervention and Once again, two weeks after the interventiont. Method of measurement: Based on a scale to measure self-confidence when performing psychomotor skills. Baccalaureate nursing Students' Skill Related to Placement Peripheral Intravenous Line in Pediatric. Timepoint: Once before the intervention and again 2 weeks after intervention. Method of measurement: Based on a chek-list related to placement a peripheral Intravenous line in pediatric. Vice chancellor for research, Tabriz University of Medical Sciences Approved 2012-03-12 Tabriz University of Medical Sciences Ethics Committee Golgasht st؛Tabriz University of Medical Sciences Tabriz Iran (Islamic Republic of)