The Effects of Simulation-Based Advanced Life Support Education for Nursing Students

Sung Hwan Kim, Barry Issenberg, Young Sook Roh

Research output: Contribution to journalArticle

Abstract

Advanced life support education for nursing students is very important because nurses are first responders in emergency situations. The purpose of this study was to identify the effects of simulation-based advanced life support education on nursing students' knowledge, performance, self-efficacy, and teamwork. A nonequivalent control group posttest-only design was used. Fourth-year nursing students were randomly assigned to either simulation-based Korean Advanced Life Support (n = 30) or lecture-based education (n = 30) groups. Data were analyzed using descriptive statistics and the Mann-Whitney U test. The experimental group showed statistically significant higher scores in knowledge (P < .001), performance (P < .001), and self-efficacy (P = .049) when compared with the control group. However, there was no significant difference in teamwork scores between the two groups (P = .529). The 4.5-hour simulation-based Korean Advanced Life Support education was more effective than the 4.5-hour lecture-based education for nursing students in terms of knowledge, performance, and self-efficacy. Nurse educators should adopt simulation-based advanced life support education into the curriculum for the optimal competence of nursing students.

Original languageEnglish (US)
Pages (from-to)240-245
Number of pages6
JournalCIN - Computers Informatics Nursing
Volume38
Issue number5
DOIs
StatePublished - May 1 2020

ASJC Scopus subject areas

  • Health Informatics
  • Nursing (miscellaneous)

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