الفهرس 
IntroductionOnly 14 pages are availabe for public view
 |  | from | 231 |  |  |
| | | from | 231 | | |
Abstract
Clinical education is an essential component of nursing education. The ultimate goals of clinical education are to develop the knowledge, skills and attitudes of nursing students. Thus, there are a variety of teaching methods that can be used in the clinical education to enable students to acquire these desired outcomes. One of the most commonly used clinical teaching method is simulation based learning. It has been used in clinical nursing education for many years to engage students in learning. However, the recent use of high-fidelity simulation has a great effect on clinical nursing education. This is due to the fact it helps students to improve their knowledge and skills and develop their self efficacy, and critical thinking skills. It also enhances their learning satisfaction. Despite the many benefits resulting from the use of high-fidelity simulation in clinical education, but it is costly in purchasing equipment and training nursing faculty members. Therefore, it is important to ask to what degree can high fidelity simulation that makes a difference in students’ clinical performance compared to using traditional clinical method.
The aim of this study was to compare the effect of using simulation based learning versus traditional learning on nursing students’ clinical performance regarding respiratory system assessment.
The following hypotheses were examined in the current study:
1. Students who attend simulation based learning exhibit a higher score in knowledge test than those who attend traditional learning.
2. Students who attend simulation based learning exhibit a higher performance score of respiratory assessment than those who attend traditional learning.
3. Students who attend simulation based learning exhibit a higher respiratory assessment self-efficacy scores than those who attend traditional learning.
4. Students who receive simulation based learning exhibit a greater level of satisfaction with learning experience.
Setting
This study was carried out at the chest department of Gamal Abd El Nasser Hospital in Alexandria and Objective Structure Clinical Exam (OSCE) lab at the Faculty of Nursing, University of Alexandria.
Subjects
The study subjects included 80 medical surgical nursing students who enrolled in the Medical-Surgical Nursing course (II) during the four weeks of medical rotation of academic year (2011/2012). The students were randomly assigned into two equal groups the control and study group, 40 for each group. The study group received their training about respiratory assessment using ”SimMan” and simulation based scenario, while the control group were received their training about respiratory assessment through the traditional method using actual patients in hospital setting.