Purpose This study was done to develop and evaluate an algorithm-based simulation scenario for emergency measures for high-risk newborns presenting with apnea.
Methods A one shot case study design was used to evaluate the algorithm-based simulation scenario. Effects of the developed simulation scenario were evaluated using the Simulation Effectiveness Tool (SET) and the Lasater Clinical Judgement Rubric (LCJR). From March to November 137 senior nursing students completed the simulation using this scenario.
Results The eight-frame simulation scenario was developed based on the Neonatal Resuscitation Program (NRP) and the nursing clinical judgment process. After use of the scenario, overall scores for SET and LCJR were 21.0 out of 26.0 and 32.4 out of 44.0 respectively. There were no significant differences in scores according to general characteristics. Positive correlation coefficients were identified among overall and subcategories of SET and LCJR. In addition, students provided positive feedback on the simulation experience.
Conclusion Considering that nursing students have limited access to high-risk newborns during their clinical experience and that newborns presenting apnea are common in the neonatal intensive care unit, the simulation scenario developed in this study is expected to provide nursing students with more opportunities to practice emergency measures for high-risk newborns.
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PURPOSE This study was done to identify the level of knowledge, attitude and performance ability in CardioPulmonary Resuscitation (CPR) and provided data for the development of an education program to improve CPR performance ability of nursery teachers. METHODS The participants were 220 nursery teachers working in daycare centers in A city located in G province. Data were collected during July, 2013. RESULTS The mean scores were 45.88 of 100 for knowledge, 3.69 of 5 for attitude, 2.65 of 5 for performance ability.
There were significant differences in knowledge and performance ability according to education experience. There were positive correlations between knowledge and performance ability, and between attitude and performance ability.
Factors affecting CPR performance ability were knowledge (beta=.133), attitude (beta=.327), and education in CPR (beta=.343). These factors explained 29.4% of the variance in CPR performance ability. CONCLUSION Results indicate that nursery teachers' knowledge, attitude and CPR performance ability were not sufficient enough to perform accurate CPR in an emergency.
Therefore, to improve performance ability of nursery teachers to carry out CPR in a cardiac arrest emergency of a child, educational strategies that focus on increasing knowledge and attitude need to be developed.
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PURPOSE This study was conducted to examine the effects of case-based learning on the coping ability of daycare center teachers in emergency situations. In the study knowledge of emergency treatment methods, attitude, intention and ability to perform CPR between were examined in an experimental group (daycare center teachers who participated in the small groups discussing case studies and comparing them with their own experience) and a control group. METHODS The study was designed using a nonequivalent control group pretest-posttest design. Sixty-four teachers were recruited from 40 child daycare centers in S city located in J province. Thirty-three teachers were assigned to experimental group and participated in the case-based small group learning. The data were analyzed using the SPSS 18.0 program to perform chi2-test, Pearson correlation coefficients and t-test. RESULTS The experimental group showed significantly higher posttest scores in knowledge, attitude, intention, and performance ability than those of the control group. CONCLUSION The study results indicate that case-based small group learning on coping ability in emergency situation is effective in increasing knowledge, attitude, intention, and performance ability for daycare center teachers.
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