Effectiveness of scenario-based simulation training in urinary catheterization on nursing students' knowledge, skills, self-confidence and satisfaction: A randomized controlled study.

AIM: This study aimed to investigate the effect of scenario-based simulation used in urinary catheterization training on nursing students' knowledge, skill, satisfaction and self-confidence levels.

BACKGROUND

Due to a lack of opportunities to practice urinary catheterization repeatedly, students often fail to insert and maintain urinary catheters. To prevent such failures, simulation training may be used in nursing education.

DESIGN

A randomized controlled study.

METHODS

The sample comprised 57 undergraduate nursing students, with 28 assigned to the simulation group and 29 to the control group. The students in the simulation group played out the scenario regarding the insertion and maintenance of a urinary catheter with a medium-fidelity simulation. The students in the control group took the traditional urinary catheter psychomotor skill training using a low-fidelity mannequin. Knowledge with quiz questions about urinary catheterization, self-confidence with a scale and skills were assessed with the checklist form. Chi-square, independent samples t-test and paired t-test were used to analyze the data.

RESULTS

The knowledge levels of the students in both groups increased statistically significantly after the training (p < 0.05). In terms of knowledge levels, a significant increase was observed in the simulation group compared with the control group (p < 0.05). The mean post-training psychomotor skill score of the students in the simulation group was also statistically significantly higher than the control group (p < 0.05). The students' self-confidence and satisfaction with the simulation group were good.

CONCLUSIONS

Having nursing students perform urinary catheter-related interventions through scenario-based simulation training increased their knowledge, satisfaction and self-confidence and improved their skills.