A Quasi-Experimental Study to Assess the Effectiveness of Simulation workshop on Emergency Case Management for Nurses Working in Selected Govt Hospitals, Dubai, UAE

Abstract

Background: The effectiveness of simulation workshops in enhancing nursing knowledge and skills has gained attention in recent years. This study evaluates the impact of a simulation workshop on knowledge levels among nursing staff across various departments, considering the influence of demographic factors such as age, experience, education, and previous training. Simulation-based training has emerged as a promising educational tool to bridge this gap, offering a safe and controlled environment for nurses to develop and refine their skills. (Smith & Brown, (2023)
Objective: This study aims to assess the effectiveness of a simulation workshop on improving emergency case management skills among nurses in LWCH, Dubai, UAE. The study also aims to compare the difference between pre and posttest levels of knowledge.
Methods: A Quasi - experimental design was used, involving 147 nurses from LWCH, Dubai, UAE. Participants underwent a simulation workshop focused on managing emergency cases. Data were collected by using standardized online knowledge assessment questionnaire.
Results: Across all departments, the simulation workshop led to substantial improvements in knowledge levels from pretest to posttest. The Delivery Suite (DS) saw a dramatic shift from 100% poor knowledge in the pretest to a considerable percentage achieving good to excellent knowledge in the posttest. The Emergency Department (ED) and Intensive Care Unit (ICU) also exhibited significant improvements, with staff moving from poor to very good and excellent knowledge. Although the percentage of staff achieving excellent scores was lower in the ICU and other departments, overall knowledge scores improved notably.
The paired t-test revealed a highly significant difference between pretest and posttest knowledge scores (p = 0.0001), indicating a statistically significant improvement in knowledge following the simulation workshop. The null hypothesis, which posited no significant difference in knowledge scores, was rejected in favor of the alternate hypothesis, confirming the positive impact of the simulation workshop.
Furthermore, demographic variables such as age, years of experience, educational background, attendance at mock drills, and type of life support training were found to significantly influence knowledge scores post-simulation. The null hypothesis regarding no significant association between these variables andknowledge scores was rejected, affirming that these factors play a crucial role in the effectiveness of simulation-based education.
Conclusion: The simulation workshop significantly enhanced the knowledge levels of nursing staff across different departments. The findings suggest that simulation-based education, combined with consideration of demographic factors, is an effective approach to improving the knowledge and skills of nursing professionals.