ABSTRACT
Aim: This study aims to compare the effectiveness of single-skill and multiple skills patient care simulation scenarios in enhancing nursing competency and to evaluate nurses' perceptions of these different simulation scenarios. Methods: A mixed-method design was used. In the quantitative part, 130 newly hired nurses with less than one year of experience participated in this study. For the qualitative part, a subset of 26 of these nurses was selected for in-depth interviews until data saturation was achieved. The study was conducted in the simulation-based learning (SBL) lab in a specialized Jordan cancer center. Data collection took place between June 2022 and March 2023. Results: A significant difference was found in the IV skill between single and multiple skills scenarios; the mean score for the single-skill group was 44.42 (SD = 3.85), the mean score for the multiple-skill group was 45.63 (SD = 2.26) (P = 0.014). Moreover, a significant difference was found between the pre-and post-test scores for single-skill and multiple-skill groups. The mean score for the medication skill scenario pre-intervention single group was (M = 23.90, SD = 5.33); however, the score was increased post-intervention (M = 45.38, SD = 3.33), (P = <.001). Furthermore, the mean score was raised in the multiple skills medication scenario from (M = 22.92, SD = 5.44) to (M = 45.72, SD = 2.75), (<.001). Conclusion: Participants in both groups reported similar findings regarding physical exhaustion, scenario management, and overall satisfaction with the simulation experience. Loss of concentration and memory was reported more with multiple competencies simulation scenarios; this might indicate that this scenario has more cognitive load than the Single Competency Scenario.
ABSTRACT
A competent transcultural health care service has been identified as essential for the delivery of safe health care in the United Arab Emirates (UAE) and the Kingdom of Saudi Arabia (KSA) and indeed internationally. Delivery of contextually informed educational programs to new employees forms an important component of achieving this requirement. Nurse educators have an essential role in identifying the cultural and religious knowledge needed by new employees and in designing programs to address these needs. The objective of this article was to explore the cultural and religious educational needs of overseas nurses working with Muslim patients in the KSA and the UAE as derived from the experience of nurses themselves. Written narratives from nurses employed to work primarily with Muslim nurses were analyzed using a qualitative descriptive methodology. In the UAE and the KSA context, and perhaps for nurses working with Muslim-Arabic patients worldwide, the culturally and religiously specific topics that need to be a component of preemployment education include the basic Islamic principles (5 daily prayers, Ramadan fasting, Zamzam water, and time management skills to accommodate religious practices within care); Kinship and Social Factors (family structure, gender-related issues, and social support system); and Basic Arabic language skills.
