Content area
Background: Blood transfusion is a therapeutic procedure characterized by the use of blood components for the treatment of certain pathologies. When applied properly, it is highly successful; however, it also has risks, such as transfusion reactions. Objective: This study aimed to evaluate the effects of the clinical simulation of transfusion reactions on the knowledge gain of nursing students. Methods: Two groups were compared: the intervention group, which used the educational intervention: “clinical simulation of transfusion reactions in adults”, and the control group, which did not use the strategy. The study was conducted at a Higher Education Institution from August 2022 to June 2023, with nursing students in the fifth semester. An instrument on the knowledge of transfusion reactions was applied before and seven days after the intervention. Data were analyzed descriptively and inferentially using the Mann–Whitney U and Wilcoxon tests. For both, p < 0.05 was accepted. Results: The Wilcoxon test revealed a statistically significant difference in pre- and post-test scores within the intervention group (p-value: 0.003), with a large effect size (Cohen’s d = 1.14). The average score in the pre-test was 16.47 and increased to 18.93 in the post-test (p = 0.002), while in the control group there was a drop from 14.53 to 12.07 (p = 0.053). In terms of overall scores, the intervention group went from an average of 8.10 to 9.67 (p = 0.001), while the control group went from 8.13 to 8.66 (p = 0.053). The reduction in errors was significant in topics such as hand hygiene (from 56.7% to 23.3%) and the maximum exposure time of the blood component at room temperature (from 66.7% to 20%). The data showed that the clinical simulation intervention had a significant positive effect on the acquisition of theoretical knowledge about transfusion reactions. Conclusions: Through the use of simulation as a teaching strategy, students gained greater knowledge.
Details
Patients;
Undergraduate Students;
Data Collection;
Experiential Learning;
Control Groups;
Nursing Education;
Educational Methods;
Teaching Methods;
Measurement Techniques;
Nursing Students;
Simulation;
Adults;
Data Analysis;
Student Participation;
Self Esteem;
Higher Education;
Educational Strategies
; Ozorio Dutra Samia Valéria 2
; dos Santos Maria Ivaneide Teixeira 3
; Araujo, Lucas Ribeiro 1
; Ferreira Annie Leticia de Holanda 1 ; Feitosa, Jacinto Arthur 1 ; da Conceição Brenda Sousa 1 ; Lima, Gleiciane Kélen 4
; Mendes, Igor Cordeiro 4
; Negri, Elaine Cristina 5
; de Fátima Fernandes Maria Neyrian 1
; Fonseca Luciana Mara Monti 6
; Soares Francisco Mayron Morais 1
1 Department of Nursing, Federal University of Maranhão, Imperatriz 65915-240, MA, Brazil; [email protected] (A.B.F.L.R.); [email protected] (L.R.A.); [email protected] (A.L.d.H.F.); [email protected] (A.F.J.); [email protected] (B.S.d.C.); [email protected] (M.N.d.F.F.)
2 School of Nursing and Dental Hygiene, University of Hawaii at Manoa, Honolulu, HI 96822, USA; [email protected]
3 INTA Uninta University Center, Itapipoca 62600-000, CE, Brazil; [email protected]
4 Department of Nursing, State University of Ceará, Fortaleza 60714-903, CE, Brazil; [email protected] (G.K.L.); [email protected] (I.C.M.)
5 Department of Nursing, University of West Paulista, Presidente Prudente 19050-920, SP, Brazil; [email protected]
6 Escola de Enfermagem de Ribeirão Preto, University of São Paulo, Ribeirão Preto 14040-902, SP, Brazil; [email protected]