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Journal of Nursing ›› 2021, Vol. 28 ›› Issue (15): 10-14.doi: 10.16460/j.issn1008-9969.2021.15.010

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Effect of Clinical-situation Simulation Combined with Standardized Patient Teaching in Cultivation of Pressure Ulcer Risk Assessmentin Nursing Students

DU Yan-li1, WANG Lu2, LIAO Yu-feng1, MA Chun-hua1, RUAN Hong-bing1, ZHANG Ya1, NIU Geng3   

  1. 1. School of Medical Technology and Nursing, Shenzhen Polytechnic, Shenzhen 518055, China;
    2. Delivery Center,Southern Medical University Shenzhen Maternity & Child Healthcare Hospital, Shenzhen 518028, China;
    3. Shenzhen Elderly Healthcare College,Shenzhen Polytechnic, Shenzhen 518055, China
  • Received:2021-05-08 Online:2021-08-10 Published:2021-09-10

Abstract: Objective To evaluate the effect of clinical situation simulation combined with standardized patient (SP) teaching method in training the identification, assessment and prevention of pressure ulcer in nursing students. Methods The second-year students from two classes of Grade 2018 and 2019 were selected by cluster sampling in the first semester of the second year. With ball-touching method, the two classes were divided into control group and experimental group. The control group adopted the conventional method of case study, and lectures and in the experimental group, clinical situation simulation combined with SP teaching method was used to carry out classroom activity, which was characterized by typical clinical situation, tasks and group cooperative learning. Before and after the intervention, theoretical and Objective structured clinical skills examination (OSCE) were used to evaluate the learning effect of the two groups. Results There was no significant difference in terms of age and OSCE scores before the intervention between the two groups(P>0.05). After teaching intervention, the theoretical score of the control group was slightly higher than that of the experimental group, but the difference was not statistically significant(P>0.05). While the score of admission, hospitalization and deterioration of patients and the total OSCE score were higher in experimental group than those in the control group (P<0.001), and the differences were statistically significant. Conclusion The student-centered clinical situation simulation combined with SP teaching method is more effective than traditional teaching method in cultivating students’ awareness of identifying pressure ulcers and ability to evaluate the risk of pressure ulcers. Students are encouraged to transfer the knowledge and skills learned in the classroom to the clinical setting, which lays a solid foundation for clinical practice to ensure patient safety.

Key words: pressure ulcer, clinical scenario-simulation, standardized patient, didactic method, patient safety

CLC Number: 

  • R471
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