Proposed Topic (Most preferred): :
Clinical Safety and Quality Service II (Projects aiming to enhance clinical safety and outcomes, clinical governance / risk management)
Proposed Topic (Second preferred): :
Clinical Safety and Quality Service I (Projects aiming to improve efficiency and effectiveness of care delivery to meet international standards)
Authors (including presenting author) :
Li MNC (1), Chan SF (1), Lau KYG (1), Woo SMM (1), Fung SL(1)
Affiliation :
(1) Community Care Services, HKWC
Introduction :
Scenario based learning (SBL) is modern and enlightened teaching method that providing directive discussion and reflection for nurses. An effective designed scenario is considered the fundamental stone for nurse educators to integrate learning objectives into nursing learners’ learning experience. Many studies summarized that SBL, is where a learner is given the opportunity to develop a skill by practicing in a true-to-life simulated environment that “replicates job conditions”. Its ultimate goal is to enhance her/his decision making skills, level of competence, critical thinking, teamwork, communication and self-reflecting abilities.
Objectives :
This project aimed to improve the clinical skills and competence of the novice community care nurses about the assessment and interventions for Heart Failure (HF) evaluation of the community elderly living at nursing home by using simulation experience.
Methodology :
The project was conducted between the second week and the third week in August 2023. A descriptive statistic was used to summarize the results. A total of 17 novice nurses who joined the department below 3 years were involved in the project. Two tools were used to collect data which was developed by the principle researcher.
Tool one is “a pretest-posttest sheet on Heart Failure (HF) knowledge” that provided to the participants with the same assessment measures before and after SBL. It comprised 7 questions that scored 1 in each question if answer was correct. The focus of the questions consisted of the health history, signs and symptoms, risk factors, nursing intervention, communication and documentation of a community elderly living with HF. Higher score indicated better knowledge in HF. The content validity was reviewed and modified by a Geriatrician independently in HKWC.
Tool two is “learners’ feedback about SBL” which folded 10 statements. It focused on the learners’ evaluation for using as teaching strategy, appropriateness of the training workshop and their overall satisfaction. Each statement of this tool was checked on a five-point Likert scale (1= “strongly agree”, 2= “agree”, 3= Neutral, 4= disagree and 5= strongly disagree”). The post SBL evaluation also included one additional open-ended reflective questions.
Result & Outcome :
The majority of the participants were female (fifteen out of seventeen) and the average number of months of working in our department was 12 months (range = 1.5-36). The overall of the HF knowledge among the learners improved after SBL, shown in overall scores (pre-test median: 5.76 (5-7) vs post-test median: 6.76 (6-7); and mean difference= 1). Despite around 4% of the learners’ perceived SBL as a very time consuming learning, it was effective to achieve the learning objectives (96%) for them. Also, responses were skewed towards the more agreeable terms, with most learners indicating “agree” to “strongly agree” for the workshop arrangement and SBL. Finally, one open-ended qualitative inductive analysis yielded four themes from the data: (1) self-awareness, (2) confidence, (3) valuing others and teamwork; and (4) communication. The questions asked learners to reflect what they learned about SBL in the learning experience.
Conclusion
The findings of the current project support the evidences that SBL is an effective and dynamic learning method and easy to be conducted. In addition, it improves self-confidence of the novice community care nurses who have clinical and hospital experience, but are unaccustomed to home visits. Furthermore, it decreases their anxiety and enhances their skills and learning abilities to bridge the theory-practice gap.
