Using virtual patient simulation with partial task trainer: A quasi-experimental study

• Published in: Nurse education in practice 2024-11, Vol.81, p.104177, Article 104177
• Main Authors: Sahin Karaduman, Gul, Basak, Tulay, Duman, Senem
• Format: Article
• Language: English
• Subjects: Adult; Catheterization; Clinical Competence; Clinical medicine; Confidence; Curricula; Debriefing; Education, Nursing, Baccalaureate - methods; Educational Measurement - methods; Educational Strategies; Effectiveness; Female; Humans; Hypotheses; Internet; Intubation; Laboratories; Learning; Learning Strategies; Male; Nursing; Nursing education; Nursing skills; Nursing Students; Observational studies; Patient Simulation; Patients; Personal information; Quasi-experimental methods; Retention; Satisfaction; Self-confidence; Simulated clients; Simulation; Simulation Training - methods; Standardized patients; Students; Students, Nursing - psychology; Teachers; Trainers; Training; Urinary catheterization; Urinary Catheterization - nursing; Urinary retention; Urinary Retention - nursing; Urinary Retention - therapy; Virtual systems; Young Adult
• ISSN: 1471-5953; 1873-5223; 1873-5223
• DOI: 10.1016/j.nepr.2024.104177

Nursing students need educational approaches that provide sufficient knowledge and practice opportunities to improve their skills. To analyze the benefits of incorporating partial task trainers into virtual patients, focusing on the effectiveness, performance, self-confidence, satisfaction and knowledge scores among senior nursing students in urinary catheterization for patients with acute urinary retention. A randomized, quasi-experimental design. The study was conducted at a nursing faculty between April-May 2023 with 71 senior nursing students: 35 in the virtual patient group (Group I) and 36 in the virtual patient and partial task trainer group (Group II). The data were gathered using: Personal Information Form, Student Satisfaction and Self-confidence in Learning Scale, Simulation Effectiveness Tool, Performance Report and Knowledge Report. The satisfaction and self-confidence scores for Group I were 4.67 (SD 0.49) and 4.38 (SD 0.48), whereas Group II scored 4.88 (SD 0.22) and 4.70 (SD 0.34), respectively. The differences were statistically significant (p0.05). Effect sizes for all statistically significant differences were moderate. The results show that using virtual patients with partial task trainers increases students’ satisfaction and self-confidence and is perceived as effective in developing nursing interventions for patients with acute urinary retention. •The combined use of VPs and PTTs increases students’ satisfaction and self-confidence.•The combined use of VPs and PTTs is perceived as an effective simulation method.•There is no difference in performance and knowledge between using VPs alone and in conjunction with PTTs.