The Effect of Repeated Standardized Patient Use on Students' Anxiety and Learning Levels in Teaching Extremity Examination Skills

Suleyman Demirel University

Status: Completed

Conditions: Nursing Students

Treatments: Other: the peer assessment group

Study type: Interventional

Funder types: Other

Identifiers

NCT06712953

72867572-050.01.04-616349

Details and patient eligibility

About

Aims: This study aimed to examine the effects of peer assessment and repeated standardized patient use on students' self-confidence and anxiety and their psychomotor skill performance in teaching extremity examination skills.

Design: This randomized controlled experimental study was carried out following the CONSORT checklist.

Methods: The study sample consisted of second-grade nursing students enrolled in the " Health Diagnosis" course in the fall semester of the 2023-2024 academic year (n:67). The students in the peer assessment group performed the upper and lower extremity examinations once whereas those in the standardized patient group performed these examinations three times. Research data were analyzed in IBM SPSS 25.0 (Statistical Package for Social Sciences) software. The Shapiro-Wilk test was used to check whether the data were normally distributed. Parametric and nonparametric tests and descriptive statistical methods were used for data analysis. The significance levels were taken as p<0.001 and p<0.05. The scales used were analyzed with the Cronbach alpha reliability coefficient; the scenarios and forms created by the researchers were evaluated with the Lawshe Technique.

Enrollment: 67 patients

Sex: All

Volunteers: No Healthy Volunteers

Inclusion criteria

• Second-grade nursing students
• Enrolled in the " Health Diagnosis" course at the Faculty of Health Sciences, Department of Nursing of a university in the fall semester of the 2023-2024 academic year

Exclusion criteria

• Students who actively continue their nursing profession as well as their education life

Trial design

Primary purpose: Other

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

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67 participants in 2 patient groups

the peer assessment group

Experimental group

Description:

Students in the peer assessment group were paired (by randomization, on their request) to have a teammate of the same sex before the extremity examination experience. In the following process, the students were asked to perform extremity examinations in line with the specified objectives.

Treatment:

Other: the peer assessment group

the standardized patient group

Experimental group

Description:

Students in the standardized patient group were asked to perform extremity examinations per the specified objectives in standardized patient.

Treatment:

Other: the peer assessment group