The impact of simulation practice on student nurses’ skills: the case of integrated newborn and childhood illness management at the university of Namibia

  • Authors

    • Hermine Iita University of Namibia
    • Hanna Neshuku University of Namibia
    • Moses Chirimbana University of Namibia
    2016-02-06
    https://doi.org/10.14419/ijans.v5i1.5599
  • Integrated Management of Neonatal and Childhood Illness (IMNCI) Approach, Simulation, Student Nurses.

  • Abstract

    The purpose of this study was to determine if guided simulation practice could enhance practical skills of student nurses in management of childhood illnesses, based on the Integrated Management of Newborn and Childhood Illness (IMNCI) approach.

    The objective was to determine the level at which guided classroom simulation practice enhances the skills of student nurses regarding assessment and classification of sick children aged two months to five years for treatment. A quantitative research approach using a pre-test and post- test strategy was used. Descriptive statistics were done and a t-test was also performed to determine the difference in the means. Findings demonstrate that there is an improvement in the performance of student nurses as a result of the guided classroom simulation practice. Recommendations include that student nurses be exposed to guided simulation practice before they are deployed in the clinical area for the actual assessment and classification of sick children based on the Integrated Management of Neonatal and Childhood Illness.

  • References

    1. [1] Ackerman, A. D. (2009) Investigation of learning outcomes for the acquisition and retention of CPR knowledge and skills learned with the use of high-fidelity simulation. Clinical Simulation in Nursing. 2009, 5(6): e213-e222. http://dx.doi.org/10.1016/j.ecns.2009.05.002.

      [2] Babbie, E. (2008). The basics of social research (4th ed.). Canada: Thomson Wadsworth.

      [3] Bryce, J., Gouws, E., Adams, J., Black, R. E., Schellenberg, J. A., Manzi, F., Victora, C. G., & Habicht, J-P. (2005). Improving quality and efficiency of facility-based child health care through integrated management of childhood illness in Tanzania. Oxford, UK: Oxford University Press in association with The London School of Hygiene and Tropical Medicine.

      [4] Christensen, L.B; John, B.R. & Turner, A. L. (2010). Rsearch methods, design and analysis. Boston: Courier Companies.

      [5] Creswell, J.W. (2008). Educational Research. Planning, Conducting, and Evaluating Quantitative and Qualitative Research. (3rd Ed.). New Jersey: Pearson.

      [6] De Vos, A. S., Strydom, H., Fouche, C. B., & Delport, C. S. L. (2011). Research at grass roots: For the social sciences and human service professions (4th ed.). Pretoria, South Africa: Van Schaik.

      [7] Hadid, L. A. & Suleiman, K.H. (2012). Effect of Boost Simulated Session on CPR Competency among Nursing Students: A Pilot Study. Journal of Education and Practice.Vol 3, No 16, 2012.

      [8] Hatzipanagos, S. & Rochon, R. (2012). Approaches to Assessment that enhance learning in higher education. London: Routledge. Volume 35, issue 5.

      [9] O’Neil, G., Huntley-More, S. & Race, P. (2007). Case Studies of Good Practice in Assessment of Student Learning in Higher Education. Dublin: AISHE. Retrieved from URL:http://www.aishe.org/readings/2007-/http://www.webopedia.com/TERM/S/simulation.html; Irvine, S. and Martin, J. (2014), Bridging the gap: from simulation to clinical practice. The Clinical Teacher, 11: 94–98. http://dx.doi.org/10.1111/tct.12060.

      [10] UNAM (2010). IMNCI: Integrated Management of Newborn and Childhood Illness Pre-Service Training Handbook. (3rd Ed.). Windhoek: Hierogglyphics Advertising Agency.

      [11] Van Merriënboer J, Sweller, J. (2005) Cognitive load theory and complex learning: recent developments and future directions. Educ Psychol Rev 2005; 17: 147-177. http://dx.doi.org/10.1007/s10648-005-3951-0.

      [12] Wagenaar, E., & Babbie, E. (2008).The basics of social research:Study guide. Belmont, United States of America: Thomson Wadsworth.

      [13] Weller, J. (2004) Simulation in undergraduate medical education: bridging the gap between theory and practice. Med Educ 2004; 38: 32-38. http://dx.doi.org/10.1111/j.1365-2923.2004.01739.x.

      [14] WHO, UNICEF & MOHSS (2010). Integrated Management of Newborn and Childhood Illness.Geneva: World Health Organization.

      [15] Young, P., & Burke, J. (2010). Evaluation of a multidisciplinary, simulation-based hospital residency program. Clinical Simulation in Nursing. 2010, 6(2): e45-e52. http://dx.doi.org/10.1016/j.ecns.2009.08.005.

      Ziv A., Wolpe P., Small S & Glick S. (2003). Simulation-based medical education: an ethical imperative. Acad Med 2003; 78: 783-788. http://dx.doi.org/10.1097/00001888-200308000-00006

  • Downloads

  • How to Cite

    Iita, H., Neshuku, H., & Chirimbana, M. (2016). The impact of simulation practice on student nurses’ skills: the case of integrated newborn and childhood illness management at the university of Namibia. International Journal of Advanced Nursing Studies, 5(1), 76-80. https://doi.org/10.14419/ijans.v5i1.5599

    Received date: 2015-12-04

    Accepted date: 2016-01-10

    Published date: 2016-02-06