Simulation and mock code: A safe way for nursing students to learn

Lynn C. Simko, Rosanna Henry, Kathleen A. McGinnis, Amber L. Kolesar


Introduction: It is better for students to experience stressful clinical events in a simulation lab rather than to experience the event in a clinical setting where a patient’s life is at stake.

Aim: The aim of this study was to discover if participation in a mock code with a simulation manikin would result in increased knowledge in nursing students as well as a safe way to learn the nursing interventions required during a code.

Methods: Students were given a 10-item multiple choice pre-test. The Advanced Cardiac Life Support guidelines were reviewed in a lecture format, readings regarding cardiac resuscitation and computer assisted instruction involving multiple code situations were assigned. Students were assigned a role and were given the expectations and activities of each role. The code was then experienced and video-taped with a simulation manikin. Debriefing was experienced and students completed a post-test.

Results: Scores were significantly greater on the post-test than on the pre-test overall (7.9 vs 5.2; p < .001), for the traditional undergraduate (7.6 vs 5.2; p < .001) and second degree students (8.6. vs. 5.5; p < .001). The post-test scores were significantly greater for second degree students than the traditional undergraduates (8.4 vs 7.5; p < .001). The simulation experience is truly a safe environment for the nursing student to learn the nursing interventions needed during a real code situation.

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Journal of Nursing Education and Practice

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

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