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Design, Implement, and Evaluate Clinical Governance and Nursing Management Education using Simulation-based methods at the Clinical Skills Center of the School of Nursing and Midwifery, Tehran University of Medical Sciences in 2024: An Educational Development Study.
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Zahra Raoofeh *   , Nahid Dehghan Nayeri2 , Amin Hosseini3 , Setareh Tajdari4 , Raoofeh Karimi5 |
Ph.D in Nursing, Associated professor, Medical Surgical Department, School of Nursing and Midwifery, Tehran University of Medical Science, Tehran, Iran, zrooddehghan@yahoo.com , zrooddehghan@yahoo.com
2- dehghann@tums.ac.ir
3- ahosseinis@razi.tums.ac.ir
4- s-tajdari@farabi.tums.ac.ir
5- karimiraoofeh91@gmail.com |
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Abstract: (108 Views) |
Introduction: One of the approaches to improving the quality of nursing care is clinical governance. Simultaneously, enhancing and advancing the managerial skills of nursing students is essential to achieve the goals of clinical governance. Simulation is one of the effective teaching methods for various aspects of management in healthcare systems.
Aim: This study aimed to design, implement, and evaluate clinical governance and nursing management education using simulation-based methods at the Clinical Skills Center of the School of Nursing and Midwifery, Tehran University of Medical Sciences.
Materia and Methods: This study was an educational development study conducted on 41 eighth-semester nursing students at Tehran University of Medical Sciences. Convenience sampling was used to recruit participants. The students were then randomly assigned to two groups: control group (19 students) and intervention group (21 students). On the first day of the internship, both groups attended a session at the Clinical Skills Center, conducted by the head of the Nursing Management Department. The control group completed the remainder of their internship at Hazrat Mahdi Hospital, according to the schedule established by the Clinical Affairs Office of the faculty. The intervention group followed the same first-day program as the control group. On the second day, they attended the skill lab, which was equipped with the necessary facilities and processes for simulation. Students, working in groups of two to three, were required to perform all the tasks typically carried out in the hospital management unit within the skill lab environment. The subsequent internship days for the intervention group took place in various departments of Hazrat Mahdi Hospital. On the final day of the internship, students in both groups participated in a semi-OSCE with equivalent questions at three stations: programming, identifying equipment and infrastructure malfunctions, and infection control. Observers used pre-designed checklists to evaluate student performance during the semi-OSCE.
Results: After the intervention, a statistically significant difference was observed between the intervention and control groups in the mean scores for infection control (P = 0.002) and identification of equipment and facility malfunctions (P = 0.001). However, no statistically significant difference was found between the two groups in the mean scores for the programming station (P = 0.1).
Conclusion: By employing simulation-based methods, nursing schools can enhance students' managerial and leadership skills, thereby preparing them for future leadership and managerial roles.
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| Keywords: simulation, clinical governance, management, nursing |
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Type of Study: Applicable |
Subject:
General
Received: 2025/02/4 | Accepted: 2025/05/17 | Published: 2025/01/20
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