Neonatal Fragile Skin: Novel Use of Simulation to Improve Knowledge and Confidence for Neonatal Nurse Practitioner Students

Infants with fragile skin pose challenges to neonatal providers, including the difficult nature of securing lifesaving devices. A paucity of information exists supporting best simulation practices in educating neonatal nurse practitioner (NNP) students on how to care for infants with fragile skin. T...

Celý popis

Uloženo v:
Podrobná bibliografie
Vydáno v:Nurse educator Ročník 48; číslo 4; s. E122
Hlavní autor: Moss, Colleen Reilly
Médium: Journal Article
Jazyk:angličtina
Vydáno: United States 01.07.2023
Témata:
Humans
Infant
Infant, Newborn
Neonatal Nursing - education
Nurse Practitioners - education
Nursing Education Research
Students, Nursing
Surveys and Questionnaires
ISSN:1538-9855, 1538-9855
On-line přístup:Zjistit podrobnosti o přístupu
Tagy: Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
Popis
Shrnutí:Infants with fragile skin pose challenges to neonatal providers, including the difficult nature of securing lifesaving devices. A paucity of information exists supporting best simulation practices in educating neonatal nurse practitioner (NNP) students on how to care for infants with fragile skin. To evaluate whether simulation improved student knowledge and self-confidence related to caring for infants with fragile skin. This quality improvement project included a pre/posttest survey with a sample of 14 NNP students. Participants practiced application of a multilayered dressing to secure a catheter to a neonatal manikin. Knowledge and self-confidence were measured before and after simulation. Correct responses on posttest survey knowledge items increased along with students' confidence ratings following simulation. Students reported high levels of satisfaction with the simulation experience. Simulation of caring for fragile skin allows NNP students the opportunity to improve self-confidence, knowledge, and performance of a necessary skill for NNPs.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:1538-9855
1538-9855
DOI:10.1097/NNE.0000000000001354