Authors (including presenting author) :
LEUNG WS(1), CHAN K(2), MAK WL(1), LEUNG KC(1), LEE HW(1)
Affiliation :
(1)Intensive Care Unit, Princess Margaret Hospital, (2)School of Nursing, The Hong Kong Polytechnic University
Introduction :
Peer-led simulation (PLSIM), a manualized prone positioning scenario-based training, was designed to enhance the competence of new nursing staff in prone positioning to develop high-quality nursing care in the intensive care unit (ICU) setting.
Objectives :
The objective of this study was to explore the effect of PLSIM offered during a preceptorship program on the competence of new ICU nursing staff in prone positioning during real practice. Additionally, the study aimed to examine participants' satisfaction and confidence. Enhanced performance and confidence in nursing actions can potentially improve the quality of patient care and services.
Methodology :
This was a prospective multi-method study, utilizing both quantitative and qualitative approaches to triangulate the results. Self-reported surveys were collected at three time points: before and after the PLSIM, and after prone positioning was performed during real practice to assess the effectiveness of the Peer-led simulation training. Student Satisfaction and Self-Confidence in Learning (SSSC) and peer mentoring experience (PME) were used as instruments. Participants were interviewed to gather personal experiences. Additionally, a performance competence checklist was used to assess the participants’ ability to complete prone positioning. All nurses newly allocated to the present ICU between November 1, 2021, and December 8, 2021, were recruited to undergo the PLSIM. The performance checklist, with good universal agreement on the assessment items (reviewed by a panel of 5 experts, content validity index of 0.86), was used to audit the performance.
Result & Outcome :
Ten nurses participated in the study, and all received full scores on their performance. Significant differences were found between Time 1 and Time 2 in both the satisfaction (p=0.011) and self-confidence (p=0.008) sub-scores of the SSSC, and PME (p=0.045) using Friedman Two-Way Analysis of Variance. The PME mean scores ranged from 3.60 to 4.60. Participants reported that the PLSIM reduced tension and boosted their self-confidence in skill acquisition during the interviews. The study showed that the PLSIM had a favourable impact on students' satisfaction and self-confidence, adding to the evidence of its effectiveness in promoting performance mastery and confidence during clinical practice.
