Low-fidelity simulation vs. standardized patients in prevention and management of pressure injury education

Abstract

Aim: This study aims to compare the impact of standardized patient and low-fidelity simulation methods on the success, satisfaction, and self-confidence levels of nursing students in prevention and management of pressure injury education.Methods: The study was designed as a randomized, controlled experimental study with pretest and posttest control groups. Eighty-one nursing students that met the inclusion criteria were randomly assigned to inter-vention (standardized patient; n = 40) and control (low-fidelity mannequin simulator; n = 41) groups. A descriptive characteristics form, the Student Satisfaction and Self-Confidence in Learning Scale, and the Simu-lation Design Scale were used for data collection. Implementation skills and knowledge levels of the students were evaluated by using a skills control list and pretest and posttest measurements, respectively.Results: The posttest knowledge score of the students in the standardized patient group, which was measured after the simulation education, was higher (p < 0.05). We did not find any statistically significant difference between the two groups in terms of the scores obtained from the Students Satisfaction and Self-Confidence in Learning Scale and its subscales (p > 0.05). Compared to the low-fidelity mannequin group, the standardized patient group obtained higher scores from the Simulation Design Scale and its Objectives/Information subscale (p < 0.05). Regarding the skills needed in the implementation phases of pressure injury, the standardized patient group was more successful in terms of communication skills (p < 0.05).Conclusion: If the simulation design is well-planned, the use of a standardized patient and a low-fidelity mannequin have similar impacts on student satisfaction and self-confidence. However, the success scores and communication skills of the students in the standardized patient group were higher.