Abstract
Postpartum hemorrhage (PPH) is an avoidable medical emergency that is the primary cause of nearly one-quarter of all maternal deaths worldwide (WHO, 2018). Pre-licensure nursing students are often unknowledgeable about PPH's signs and timely treatment due to a lack of exposure in the clinical setting (Phillippi, Buxton, & Overstreet, 2015). The purpose of this quasi-experimental study was to compare BSN student knowledge (five-question pre/post-test) and self-confidence and satisfaction (NLN SSSCL) between a traditional and video simulation cohort during a PPH obstetric emergency scenario. The simulation was developed using the NLN Jeffries Simulation Theory through learning objectives, aligning the design to a real-life PPH scenario, and measuring student outcomes. The results showed an improvement in knowledge in both the traditional (pre: M = 3.67, n = 60; post: M = 4.16, n = 60; p < .001) and video (pre: M = 2.96, n = 53; post: M = 3.88, n = 53; p < .001) cohorts before and after the simulation experience using a paired t-test in IBM SPSS 26. The self-confidence (4/8 questions p > .05) and satisfaction (4/5 questions p > .05) rates were statistically lower in the video simulation cohort using a Mann-Whitney U. While traditional and video simulation can increase student knowledge, the lower baseline knowledge of the video simulation cohort suggests the importance of hands-on learning environments for nursing students. Lower self-confidence and satisfaction rates in the video simulation cohort indicate more research is necessary on effective remote simulation experiences.
Notes
The presenters authored a published article on this same topic: Riley, E., Ward, N., Capps, N., McCormack, L., & deGravelles, P. (2021). Piloting a high-fidelity postpartum hemorrhage simulation with prelicensure nursing students: Evaluating knowledge, confidence, and satisfaction. Teaching and Learning in Nursing. https://doi.org/10.1016/j.teln.2021.04.001
Sigma Membership
Gamma Xi
Lead Author Affiliation
University of Arkansas for Medical Sciences, Little Rock, Arkansas, USA
Type
Poster
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Pilot/Exploratory Study
Keywords:
Postpartum Hemorrhage, Pre-Licensure Nursing Students, Simulation Learning
Recommended Citation
Riley, Elizabeth; Ward, Nicole; Pamela, deGravelles; McCormack, Leslie; and Capps, Natalie, "Evaluating student knowledge, self-confidence, and satisfaction during a postpartum hemorrhage simulation scenario" (2021). General Submissions: Presenations (Oral and Poster). 8.
https://www.sigmarepository.org/gen_sub_presentations/2021/posters/8
Conference Name
INACSL Conference
Conference Host
International Nursing Association for Clinical Simulation and Learning (INACSL)
Conference Location
Virtual Event
Conference Year
2021
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 3.0 License
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Self-submission
Evaluating student knowledge, self-confidence, and satisfaction during a postpartum hemorrhage simulation scenario
Virtual Event
Postpartum hemorrhage (PPH) is an avoidable medical emergency that is the primary cause of nearly one-quarter of all maternal deaths worldwide (WHO, 2018). Pre-licensure nursing students are often unknowledgeable about PPH's signs and timely treatment due to a lack of exposure in the clinical setting (Phillippi, Buxton, & Overstreet, 2015). The purpose of this quasi-experimental study was to compare BSN student knowledge (five-question pre/post-test) and self-confidence and satisfaction (NLN SSSCL) between a traditional and video simulation cohort during a PPH obstetric emergency scenario. The simulation was developed using the NLN Jeffries Simulation Theory through learning objectives, aligning the design to a real-life PPH scenario, and measuring student outcomes. The results showed an improvement in knowledge in both the traditional (pre: M = 3.67, n = 60; post: M = 4.16, n = 60; p < .001) and video (pre: M = 2.96, n = 53; post: M = 3.88, n = 53; p < .001) cohorts before and after the simulation experience using a paired t-test in IBM SPSS 26. The self-confidence (4/8 questions p > .05) and satisfaction (4/5 questions p > .05) rates were statistically lower in the video simulation cohort using a Mann-Whitney U. While traditional and video simulation can increase student knowledge, the lower baseline knowledge of the video simulation cohort suggests the importance of hands-on learning environments for nursing students. Lower self-confidence and satisfaction rates in the video simulation cohort indicate more research is necessary on effective remote simulation experiences.