Application and effects of a disaster nursing simulation training for Chinese undergraduates

Shuang-shuang Xia, Bing-xiang Yang, Xiao-li Chen, Marcia A. Petrini, Susan A. Schory, Qian Liu


Objective: Nurses, who are indispensable constituents of first responders, should be equipped to respond in a disaster. This study evaluated the effectiveness of a course to prepare undergraduate nursing students for disaster response.

Methods: The course included three-hour overviews, one-hour case studies, and a three-hour disaster drill with six simulation skill stations among 120 junior nursing students. To measure education practice, simulation design, and outcomes embedded in the Jeffries’ framework, three Chinese-version self-evaluation scales designed by the National League for Nursing (NLN) were used. In addition, facilitators’ observation of student performance skills, two group interviews and one feedback questionnaire were utilized.

Results: Of the three self-evaluation scales, the Simulation Design Scale and Educational Practices Questionnaire indicated that the simulation design was effective and promoted students’ learning practices. The Satisfaction and Self-Confidence Scale demonstrated satisfaction with current learning (4.39±0.46) and self-confidence in learning (4.27±0.53). Facilitator observation and group interviews revealed that most students need more time to prepare and practice for the disaster nursing drills.

Conclusions: The study indicated that students were interested in the disaster nursing drill and satisfied with the diverse teaching methods and the motivating teaching materials used in the simulation. Simulation as a teaching strategy was an effective approach to improve team-work, active learning, problem-solving, satisfaction level and self-confidence during the disaster nursing drill. It is essential for nurse educators to provide disaster training programs for nursing students to prepare them for an active role in disaster response.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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