Effectiveness of Simulation With Nursing Students in the Care of Patients With Sepsis

Study Overview
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Brief Summary
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Simulation is an active teaching strategy capable of reproducing real situations and allowing practical experiences, in which the student is the protagonist of his own knowledge. Scientific evidence highlights, that exposure to the unknown or new can generate stress to the individual, but when dosed, to a certain extent it can increase the level of knowledge. Not infrequently, the lack of stress control can trigger physiological and subjective changes resulting from the increase in its level, such as situations that include the implementation of simulation scenarios in pedagogical teaching models.

Detailed Description
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Objective: To evaluate the effect of simulation (high and low fidelity) on the cognitive, physiological and emotional sphere of nursing students in caring for patients with signs of sepsis. Hypothesis of the study: Null hypothesis: Students undergoing high-fidelity simulation will show similar levels of stress, cognitive performance and retention of knowledge in relation to those who will perform low-fidelity simulation in patients with signs of sepsis. Alternative hypothesis: The cognitive performance and stress will be higher in students who experience high fidelity simulation when compared to students who experience low fidelity simulation.

Official Title
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Effectiveness of Simulation in the Cognitive, Physiological and Emotional Sphere of Nursing Students in Caring for Patients With Signs of Sepsis: Crossover Clinical Trial

Conditions
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Stress, Learning Process in Nursing Graduation

Intervention / Treatment
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* Other: High-Fidelity Simulation
* Other: Low-Fidelity Simulation


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Students approved in the discipline related to nursing care for adult and elderly patients; Aged over 18 years. Exclusion Criteria: Who have experience in the health field (firefighters and nursing technicians, among others); Members of the Health Simulation League; Those who do not complete all stages of the research.

Ages Eligible for Study
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Minimum Age: 18 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Other
Allocation: Randomized
Intervention Model: Crossover Assignment
Masking: Double


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: High-Fidelity Simulation<br>First, students will go through an inverted class on sepsis. Then, they will be submitted to high-fidelity simulation scenarios to care for patients with sespe. After the scenario, the students' physiological parameters (blood pressure, heart rate, body temperature, respiratory rate and oxygen saturation) will be measured. After the scenario, students will go through a reflective debriefing session. | Other: High-Fidelity Simulation<br>* Teaching strategy based on high-fidelity simulation, which simulates the reality of health care to promote meaningful learning.<br>|
| Active Comparator: Low-Fidelity Simulation<br>First, students will go through an inverted class on sepsis. Then, they will be submitted to low-fidelity simulation scenarios to care for patients with sespe. After the scenario, the students' physiological parameters (blood pressure, heart rate, body temperature, respiratory rate and oxygen saturation) will be measured. After the scenario, students will go through a feedback session. | Other: Low-Fidelity Simulation<br>* Teaching strategy based on low-fidelity simulation, which simulates the reality of health care using less technological and less interactive mannequins.<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Cognitive Performance (Baseline) | Students' knowledge about nursing care in sepsis measured using a structured questionnaire with six multiple-choice questions | Applied before the intervention | 
| Cognitive Performance (Post-test) | Students' knowledge about nursing care in sepsis measured using a structured questionnaire with six multiple-choice questions | Applied immediately after the intervention | 
| Cognitive Performance (Retention) | Students' knowledge about nursing care in sepsis measured using a structured questionnaire with six multiple-choice questions | Applied thirty days after the intervention | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Student stress (Baseline) | Assessment of students' stress intensity with pedagogical activities through the application of the Kezkak Stress Scale. This scale has 31 items of the Likert type of 4 points, being: 1 - Nothing stressful; 2 - A little stressful; 3 - Very stressful; 4 - Extremely stressful. The value 1 means less stress and 4 more stress. | Before the intervention | 
| Student stress (Post-test) | Assessment of students' stress intensity with pedagogical activities through the application of the Kezkak Stress Scale. This scale has 31 items of the Likert type of 4 points, being: 1 - Nothing stressful; 2 - A little stressful; 3 - Very stressful; 4 - Extremely stressful. The value 1 means less stress and 4 more stress. | Immediately after the intervention | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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Simulation, Stress, Psychological, Nursing, Education, Simulation Training, Learning