Comparison of the effects of two different teaching methods in blood pressure measurement training: a randomized controlled study.

OBJECTIVE: To compare the effects of a high-fidelity simulator and conventional teaching model used during blood pressure measurement training on students' self-confidence, self-efficacy and anxiety levels. METHODS: A randomized controlled trial design was used. The study was conducted on 59 first-year nursing students of a university in Amasya, Turkey. 'Self-Confidence Scale,' 'general Self-Efficacy Scale' and 'Beck Anxiety Scale' were used to collect the data. A high-fidelity simulator used in blood pressure measurement training was applied to the experimental group, while the conventional method in which the students practice on their peers was applied to the control group. Chi-square, Mann-Whitney U test and the Wilcoxon signed-rank test were used to determine the difference between the two groups' average. RESULTS: No statistically significant difference was found between students' pre-test and post-test total scores of self-confidence, general self-efficacy and anxiety scales with the high-fidelity simulator and the conventional model (P > 0.05). A significant increase was noted in inner self-confidence and self-efficacy scores of the group working on the high-fidelity simulator (P < 0.05). CONCLUSIONS: The high-fidelity simulator was effective on the students' increased levels of self-confidence and self-efficacy, whereas it was not effective on their anxiety levels. However, this study can also be conducted on a larger sample group using a variety of training methods.

Effects of different education methods in peritoneal dialysis application training on psychomotor skills and self-efficacy of nursing students.

BACKGROUND: Applying the proper technique for connections in Peritoneal Dialysis (PD) is crucial in preventing potential infectious complications. OBJECTIVES: The aim of this study is to investigate the effects of different education methods in PD application training on the psychomotor skills and self-efficacy of nursing students. METHODS: The randomized controlled and experimental study was conducted with a total of 28 nursing student participants. The PD training was provided theoretically and by using a PD simulator for the experimental group and by using videos for the control group. At the end of the training, each student who was included in the experimental and control group were asked to perform PD on the PD simulator one by one. Psychomotor skills were evaluated according to the PD application skill evaluation criteria. Self-efficacy of the students before and after the application was also measured. RESULTS: Psychomotor skill scores of the students were found to be significantly higher in the experimental group, and there was no significant difference between the experimental and control groups in terms of self-efficacy scores. No statistically significant difference was detected between the self-efficacy scores of the experimental group regarding pre-test and post-test results. CONCLUSION: This technique can be used to improve the development of psychomotor skills, since the demonstration of the PD application with the simulation technique is effective in the development of psychomotor skills.