Abstract：
BACKGROUND:In wound care simulations, the practice can be performed on 3D-wounds formed by moulage. Moulage helps the student to perceive the etiology, physiology, and healing processes of the wound, and it can also be used to improve the students' wound assessment skills. OBJECTIVE:The aim of this study is to investigate the effectiveness of moulage in the improvement of pressure injury assessment skills of nursing students. DESIGN:A quasi-experimental study. SETTINGS:A nursing faculty at a public university. PARTICIPANTS:All fourth-year students (n = 73) who take the simulation elective course were invited to participate. METHODS:Fall semester students (n = 38) constituted the control group and spring semester students (n = 35) formed the intervention group. The coin-flipping method was used to match the education period and student groups. The intervention group simulation was performed using moulage, and the control group simulation was performed using a pressure ulcer visuals. The same simulation scenarios were used for both groups. The data were collected using the Simulation Design Scale, Student Satisfaction and Self-Confidence Scale, and student identification form, knowledge test, performance checklist and feedback form developed by the researchers. RESULTS:Students' knowledge scores for pressure injury assessment have improved significantly in both the intervention group (pre-test:61.71 ± 9.77 and post-test 70.57 ± 12.53, t = -4.27, p < 0.001) and the control group (pre-test: 66.81 ± 13.47 and post-test 73.06 ± 15.50, t = -2.34, p = 0.02). Laboratory and clinical pressure injury assessment skill scores of the intervention group students were significantly higher than the control group. Besides, the correct staging percentages of the intervention group students are higher than the control group students during the clinical practice (χ2 = 5.05, p = 0.02). CONCLUSIONS:It can be concluded that the simulation with moulage was effective in improving the skills of nursing students who received training for pressure injury assessment and in transferring what they learned to the clinical setting.
journal_name
Nurse Educ Todayjournal_title
Nurse education todayauthors
Sezgunsay E,Basak Tdoi
10.1016/j.nedt.2020.104572subject
Has Abstractpub_date
2020-11-01 00:00:00pages
104572eissn
0260-6917issn
1532-2793pii
S0260-6917(20)31422-2journal_volume
94pub_type
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