A Comparative Study of Teaching Approach Nursing Simulation Vs Group Discussion on Respiratory Assessment in Terms of Knowledge and Critical Thinking Abilities Among Nursing Students of Selected Colleges of Kheda – Anand District.

Abstract

Introduction: Clinical education in nursing aims to integrate theoretical knowledge from books into practical knowledge in real-life
situations and to help students develop their problem-solving skills. Due to rapid changes in clinical placements, patient safety issues, and ethical concerns, students‟ direct experience with patient care and opportunities to handle problem-based clinical situations have been diminished. Simulation-based education is a useful pedagogical approach that provides nursing students with opportunities to practice their clinical and decision-making skills through varied real-life situational experiences, without compromising the patient‟s well-being. Simulation-based clinical education in nursing refers to a variety of activities using patient simulators, including devices, trained persons, lifelike virtual environments, and role-playing, not just handling mannequins with realistic clinical scenarios, simulation-based educational interventions in nursing can train novice as well as experienced nurses, helping them develop effective non-technical skills, practice rare emergency situations, and providing a variety of authentic life-threatening situations. The advantages of simulation-based educational interventions include the ability to provide immediate feedback, repetitive practice learning, the integration of simulation into the curriculum, the ability to adjust the difficulty level, opportunities to individualize learning, and the adaptability to diverse types of learning strategies. Alongside, group discussion improves your thinking, listening and speaking skills. It also promotes your confidence level.
Aims: The central focus of this study is to compare to teaching approaches: Nursing simulation Vs Group Discussion on a particular topic that is respiratory assessment. Here, in the present study the researcher want to understand the cognition and critical thinking abilities among the nursing students studying in the selected colleges of Kheda – Anand District.
Objective: To assess knowledge and critical thinking abilities of nursing students on respiratory assessment before and after administration of nursing simulation teaching approach among nursing students of selected colleges of Kheda-Anand district.
To determine knowledge and critical thinking abilities of nursing students on respiratory assessment before and after administration of Group discussion teaching approach among nursing students of selected colleges of Kheda –Anand district. To compare posttest knowledge and critical thinking abilities on respiratory assessment between Nursing simulation and Group discussion among nursing students of selected Colleges of Kheda –Anand district. To find out association between selected demographic variable and level of knowledge and critical thinking ability among nursing students of selected college of nursing of Kheda-Anand district.
Methodology: Design and Setting: - A quantitative approach was adopted by the researcher were comparative research design was chosen to evaluate the effectiveness between nursing simulation and group discussion on respiratory assessment topic. The study was conducted among three selected nursing colleges situated in Kheda- Anand district .A two group pretest –posttest research design was used. A total of 6 students were chosen for pilot study and 60 students for main study, the students were selected through non-probability convenient sampling technique. The tools in the study includes three sections, first section comprises of questionnaire related to demographic data, second section consists of items related to knowledge of respiratory assessment, third includes critical thinking scenario of respiratory assessment. Statistical Analysis used Descriptive statistics applied where, data were analyzed by using SPSS software, and Frequency, percentage, tables etc. were used to represent the statistical data in the tables and graph and figure. Chi-square test was used to assess the significant association between the demographic and level of perception to test the hypothesis.
Results: The study revealed that most of the students were participated in nursing simulation programme were in age group in age group of 18-19years 24(80%) , 25(83.3%) were females , 19(63.3%) were belongs to urban family, 18(60.0%%) were travelling home for less than 30 minutes and students were in B.Sc nursing Course session In group discussion, most of the students were in age group of 18-19 years 19(63.3%), 27(90.0%) were females, 20(66.7%) belongs to urban family, 19(63.3%) were travelling home within less than 30 minutes and were attending B.Sc nursing course session.The study also reported that in simulation group post-test knowledge score was 21.07 (±2.78). As per the post-test level of knowledge most of the students i.e., 20 (66.7%) were having good knowledge regarding respiratory assessment, whereas the post-test knowledge score of the group discussion group was 15.37 (±3.40). As per the level of knowledge maximum students i.e., 24 (80.00%) were having average level of knowledge regarding respiratory assessment. The„t‟ test value found to be 10.19 for simulation n group and 3.06 for group discussion group. The comparison was done by using unpaired‟ test. It depicts the„t‟ value 7.11 which was statistically significant at p<0.05.Whle analyzing the critical thinking score posttest the mean value is 17.87 for simulation group but for group discussion group is 11.87. There is significant statistical difference between the two scores.
Conclusions: Thus the study concluded that both the methods are appropriate to teaching the students a particular phenomenon, the study also revealed that nursing simulation technique is more effective than the group discussion method.