View clinical trials related to Simulation Training.
Filter by:The elderly population is increasing in the world. Therefore, it is necessary to competent nurses who can diagnose the care needs of the elderly. Trainings should be planned in order to improve nurses' perception of individualized care in the care and attitudes positively of elderly patient. In post-graduate education, the use of traditional teaching methods and innovative simulation-based education will facilitate the increase of knowledge and skills. The aim of this study is to examine the effect of simulation-based education on the improve of nurses' perception of individualized care and positive attitudes towards the elderly. The study is quasi-experimental with a pre-test post-test design. Before the data collection phase, a simulation-based training program consisting of three stages was created. The data of the study were collected in a university hospital between October 2021 and April 2022, with the socio-demographic characteristics form, the perception of individualized care and the attitude scale towards the elderly. The data will be analyzed in the package program and the study will be reported.
The purpose of this study is to plan an effective learning path in minimally invasive thoracic and general surgery with a virtual training simulator for trainees and to assess the improvement of residents' surgical skills by the introduction of this virtual training program.
This study aims to determine whether a new learning-curve-based simulation training modality could contribute to a noninferiority regarding bronchoscopic-guided intubation time in patients compared with the reference fixed-training-time simulation training modality, albeit with less training time.
Laparoscopic surgeries is one of the most common surgery in gynecologic procedures. Nowadays there are many laparoscopic simulators for training residents. In this study it is aimed to determine the most efficient residency year for laparoscopic simulators. This study planned as a prospective study. There will be three group which include ob/gyn residents. The residents will choose based on their residency year and surgery skills. 1. The residents who makes surgeries both laparoscopic and laparotomic, 2. The residents who makes surgeries only laparotomic, 3. The residents who won't any gynecologic surgery The data of surgery time, complications and movement numbers will take from the simulator. Tubal ligation and salpingooferectomy choose for the surgery examples. The simulation results of participants will compare and try to find the best improvement term for residency.
Today, rapid developments in technology and science; affected the economic, cultural, political and social fields. The use of technology in these areas has become a necessity rather than a privilege. Education is one of the areas where technology is used the most and most intensely affected. Different education and training technologies can be used at every stage of the education and training process. With the effective and correct use of technology, it is possible to provide efficient and effective service in the fields of education and health care. This situation is gaining more and more importance for our country in the fields of nursing practice and education. Nursing organizations accept technology as the basic building block of nursing education and practice. Simulation is defined as "a technique of developing real patient experiences and the most important aspects of the real world from experience using practice guides in a completely interactive way". According to the World Health Organization, the use of simulation methods for teaching and learning is one of the gold standards in nursing education. In the world, eye tracking systems are used to determine the focal point. Eye tracking technology aims to record the movement of the eyeball to determine where the person is focusing while performing certain tasks. These systems have also contributed to the study of cognitive and neurological development. It has started to be used together with simulation training in health education. By determining where the student focuses during clinical practice simulation training using an eye tracker, it is possible to reschedule the practice training or to provide feedback on the student's misapplications during the application. The purpose of this research; The aim of this study is to develop an eye tracker for simulation training in nursing and to examine the effectiveness of an eye tracker in a simulation scenario.
This study aimed to compare simulation training with conventional training (case-based discussion only) to improve team performance in implementing one-hour sepsis bundle in the intensive care unit
Resuscitative Endovascular Balloon Occlusion of the Aorta (REBOA) is a life-saving emergency procedure that is highly suited for simulation-based training. This study aims to assess the validity of our REBOA simulator with virtual coach (or live quantitative feedback) for mastery learning. The hypotheses are: H0: Virtual coach is non-inferior in REBOA training to an average human instructor. H1: Virtual coach is inferior in REBOA training to an average human instructor. We expect to learn whether the virtual coach is non-inferior to an average human instructor for US-guided REBOA training. Additionally, we expect to find which determinants affect success rate most and to assess the needs for the current simulator system's future software development.
This study will evaluate whether eye-tracking assisted teaching (EMME, Eye Movement Modeling Examples) changes the visual patterns and improve the inexperienced trainee's performance in executing an epidural block on an epidural simulator.
The experimentally planned research was carried out with the students of Zonguldak Bülent Ecevit University Faculty of Health Sciences Nursing Department between 21.02.2020-02.09.2020.After the informed consent form was obtained from the students who accepted to participate in the study, the students were divided into three groups by applying block randomization with the computer-assisted randomization method. Then, all students filled in the Participant Identification Form and the Basic Life Support Application Steps for Adults Information Form. Later, with a visual-based presentation prepared in line with the guideline updated and published by the American Heart Association (AHA) in 2015, a 30-minute training on basic life support for adults was given.At the end of the training, the students were informed about the groups they were in, and the working principles of the devices the groups would work on were informed. With the first group virtual reality applied scenario, the 2nd group computer-aided scenario-based high-reality simulation device (SimMan® 3G) and the 3rd group low-reality adult basic life support model.The groups will be taken to the laboratories individually and the applications will be done individually and other students were not allowed to follow the student who did the application during the application. During the application, the students were evaluated with the basic life support application evaluation form. During the application, the video recording taken with the permission of the students was watched with the student after the application and a debriefing session was held. After the application, education was evaluated with Student Satisfaction and Self-Confidence in Learning Scale. Basic life support knowledge level was evaluated by having the basic life support information assessment form filled out again at 3 and 6 months after the first evaluation.
The aim of this study is creating this platform and investigating whether performance evaluation of BLS trainings would be more objective compared to conventional OSCE (Objective Structured Clinical Examination) exams, if these evaluations were carried out with the platform which is combining OSCE scoring criteria with sensor data retrieved from the simulator's sensors.