Presentation
Effectiveness of Safe MovES Simulation-Based Safe Patient Handling Training for Baccalaureate Nursing Students
DescriptionThe use of simulation-based learning (SBL) allows learners to connect and apply pieces of information about patient care that have been learned through various pathways in a safe and controlled environment. It has been argued that SBL is a more effective method of reducing the knowledge-practice gap as compared to more traditional knowledge transfer methods (Harder, 2023). Therefore, this study aimed to quantify the effectiveness of a Safe Patient Handling & Movement and Ergonomic Simulation (Safe MovES) intervention program on participant knowledge of safe patient handling (SPH) methods and occupational ergonomic principles, on satisfaction and confidence in learning through SBL, and on the level of importance of simulation design features.
A total of 211 students in their second year of a baccalaureate nursing program participated in the SafeMovES training between January and February of 2024. The Safe MovES intervention consisted of two components: knowledge building and skill acquisition. Knowledge building was achieved through a 20-minute mini lecture, introduction to resources and SPHM algorithms (e.g. VA Health SPHM app), and demonstration of using various SPH equipment. Skill acquisition involved a 2-hour simulation based clinical lab session where students were put into small groups and rotated through three case-based scenarios. Cases included patient transfer between surfaces using a ceiling lift, proper patient ambulation using a gait belt and other assistive devices, repositioning the patient in bed using slip sheets and Hercules equipment, and transferring patient from a stretcher to bed using slip sheets and an air assist transfer device. At the end of the simulation session, a 15-minute debriefing session was held to discuss the simulation and get student’s thoughts and feedback.
Measures included a SPHM Knowledge Quiz, the Education Practice Questionnaire, the Simulation Design Scale Questionnaire, and the Student Satisfaction and Self-Confidence in Learning Scale. The SPHM Knowledge was developed by the research team and consisted of a 5-item quiz used to assess students’ knowledge of SPHM and occupational ergonomic principles. The Education Practice Questionnaire (EPQ) is a 16-item Likert scale used to measure students’ perceptions of active learning, collaboration, diverse ways of learning, and high expectations in simulation-based education. Students provide responses regarding level of agreement and level of importance. The range of possible agreement responses was 1 to 5 where 1= strongly disagree with the statement and 5= strongly agree with the statement and 1= not important and 5= very important. This scale has good reliability (Cronbach alpha = 0.86). The Simulation Design Scale Questionnaire (SDSQ) is a 20-item Likert scale used to assess students’ feedback on the level of agreement and level of importance of the simulation-based learning design features. This scale has good reliability (Cronbach’s alpha = 0.92). Lastly, the Student Satisfaction and Self-Confidence in Learning Scale (SSSCL) is a 13-item Likert scale used to measure student satisfaction with the SBE and self-confidence in learning. This scale has good reliability with Cronbach's alpha of 0.87 and 0.94 respectively. All data were collected anonymously via paper and pencil surveys. Participants were instructed to self-create a unique study ID to allow for matching of pre- and post-training survey data. The SPHM Knowledge Quiz was administered immediately before the Safe MovES experience started. Immediately after the Safe MovES experience, the SPHM knowledge quiz along with the EPQ, SDSQ, and SSSCL were administered. This study was reviewed and approved as not human subjects research by the institution’s IRB.
Results: SPHM Knowledge - Significant improvements were observed in four of the five quiz questions. Students demonstrated increased knowledge on questions regarding maximum weight to lift unassisted, patient assessment prior to SPHM activities, tasks increasing risk for MSDs, and correct procedure for fall recovery. The question related to safety measures did not show a statistically significant difference (t = 0.70, p = 0.4830). EPQ - The mean scores for the EPQ Agreement ranged from 4.37 to 4.95 (out of 5), indicating that participants generally agreed with the educational practices presented. The Collaboration sub-scale had the highest mean score (4.95), suggesting strong agreement among participants on the importance of collaboration in learning. The Importance scores were also high, with means ranging from 4.39 to 4.76, indicating that participants found these practices important for their learning experiences. SDSQ - The Agreement scores for the SDSQ ranged from 4.40 to 4.78 (out of 5), indicating strong participant agreement with the design elements of the simulation. The Support sub-scale received the highest Agreement score (4.78), reflecting participants' appreciation for the support provided during the simulation. The Importance scores were similarly high, with means ranging from 4.47 to 4.72, underscoring the participants' belief in the significance of these design elements for their learning. SSSCL - The mean scores for both Satisfaction with Current Learning (4.67) and Self-Confidence in Learning (4.63) were very high, indicating that participants were highly satisfied with their learning experiences and felt confident in their learning. The total mean score of 4.65 (out of 5) further supports this positive outcome.
The results show that a short simulation-based program such as Safe MovES could be effectively implemented to teach undergraduate student nurses safe patient handling skills and increase their occupational ergonomics knowledge. Participants found the program to be an effective, welcomed, important, and satisfying method of learning these skills. The simulation-based program successfully allowed for learners to build skills and knowledge in a safe and collaborative environment.
A total of 211 students in their second year of a baccalaureate nursing program participated in the SafeMovES training between January and February of 2024. The Safe MovES intervention consisted of two components: knowledge building and skill acquisition. Knowledge building was achieved through a 20-minute mini lecture, introduction to resources and SPHM algorithms (e.g. VA Health SPHM app), and demonstration of using various SPH equipment. Skill acquisition involved a 2-hour simulation based clinical lab session where students were put into small groups and rotated through three case-based scenarios. Cases included patient transfer between surfaces using a ceiling lift, proper patient ambulation using a gait belt and other assistive devices, repositioning the patient in bed using slip sheets and Hercules equipment, and transferring patient from a stretcher to bed using slip sheets and an air assist transfer device. At the end of the simulation session, a 15-minute debriefing session was held to discuss the simulation and get student’s thoughts and feedback.
Measures included a SPHM Knowledge Quiz, the Education Practice Questionnaire, the Simulation Design Scale Questionnaire, and the Student Satisfaction and Self-Confidence in Learning Scale. The SPHM Knowledge was developed by the research team and consisted of a 5-item quiz used to assess students’ knowledge of SPHM and occupational ergonomic principles. The Education Practice Questionnaire (EPQ) is a 16-item Likert scale used to measure students’ perceptions of active learning, collaboration, diverse ways of learning, and high expectations in simulation-based education. Students provide responses regarding level of agreement and level of importance. The range of possible agreement responses was 1 to 5 where 1= strongly disagree with the statement and 5= strongly agree with the statement and 1= not important and 5= very important. This scale has good reliability (Cronbach alpha = 0.86). The Simulation Design Scale Questionnaire (SDSQ) is a 20-item Likert scale used to assess students’ feedback on the level of agreement and level of importance of the simulation-based learning design features. This scale has good reliability (Cronbach’s alpha = 0.92). Lastly, the Student Satisfaction and Self-Confidence in Learning Scale (SSSCL) is a 13-item Likert scale used to measure student satisfaction with the SBE and self-confidence in learning. This scale has good reliability with Cronbach's alpha of 0.87 and 0.94 respectively. All data were collected anonymously via paper and pencil surveys. Participants were instructed to self-create a unique study ID to allow for matching of pre- and post-training survey data. The SPHM Knowledge Quiz was administered immediately before the Safe MovES experience started. Immediately after the Safe MovES experience, the SPHM knowledge quiz along with the EPQ, SDSQ, and SSSCL were administered. This study was reviewed and approved as not human subjects research by the institution’s IRB.
Results: SPHM Knowledge - Significant improvements were observed in four of the five quiz questions. Students demonstrated increased knowledge on questions regarding maximum weight to lift unassisted, patient assessment prior to SPHM activities, tasks increasing risk for MSDs, and correct procedure for fall recovery. The question related to safety measures did not show a statistically significant difference (t = 0.70, p = 0.4830). EPQ - The mean scores for the EPQ Agreement ranged from 4.37 to 4.95 (out of 5), indicating that participants generally agreed with the educational practices presented. The Collaboration sub-scale had the highest mean score (4.95), suggesting strong agreement among participants on the importance of collaboration in learning. The Importance scores were also high, with means ranging from 4.39 to 4.76, indicating that participants found these practices important for their learning experiences. SDSQ - The Agreement scores for the SDSQ ranged from 4.40 to 4.78 (out of 5), indicating strong participant agreement with the design elements of the simulation. The Support sub-scale received the highest Agreement score (4.78), reflecting participants' appreciation for the support provided during the simulation. The Importance scores were similarly high, with means ranging from 4.47 to 4.72, underscoring the participants' belief in the significance of these design elements for their learning. SSSCL - The mean scores for both Satisfaction with Current Learning (4.67) and Self-Confidence in Learning (4.63) were very high, indicating that participants were highly satisfied with their learning experiences and felt confident in their learning. The total mean score of 4.65 (out of 5) further supports this positive outcome.
The results show that a short simulation-based program such as Safe MovES could be effectively implemented to teach undergraduate student nurses safe patient handling skills and increase their occupational ergonomics knowledge. Participants found the program to be an effective, welcomed, important, and satisfying method of learning these skills. The simulation-based program successfully allowed for learners to build skills and knowledge in a safe and collaborative environment.
Event Type
Oral Presentations
TimeMonday, March 3111:15am - 11:37am EDT
LocationPier 9
Simulation and Education (SE)