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The Effects of the Clinical Simulation of Transfusion Reactions on Nursing Students’ Knowledge Gain: A Pragmatic Clinical Trial

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Publicado en:Education Sciences vol. 15, no. 6 (2025), p. 693-706
Autor principal: Rodrigues Ana Beatriz Frota Lima
Otros Autores: Ozorio Dutra Samia Valéria, dos Santos Maria Ivaneide Teixeira, Araujo, Lucas Ribeiro, Ferreira Annie Leticia de Holanda, Feitosa, Jacinto Arthur, da Conceição Brenda Sousa, Lima, Gleiciane Kélen, Mendes, Igor Cordeiro, Negri, Elaine Cristina, de Fátima Fernandes Maria Neyrian, Fonseca Luciana Mara Monti, Soares Francisco Mayron Morais
Publicado:
MDPI AG
Materias:
Brazil
Teaching
Students
Nursing education
Intervention
Vital signs
Immunology
Confidence
Learning activities
Simulation
Patient safety
Blood transfusions
Hypotheses
Nursing care
Data collection
Human error
Patients
Undergraduate Students
Experiential Learning
Control Groups
Educational Methods
Teaching Methods
Measurement Techniques
Nursing Students
Adults
Data Analysis
Student Participation
Self Esteem
Higher Education
Educational Strategies
Acceso en línea:Citation/Abstract
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Resumen:Background: Blood transfusion is a therapeutic procedure characterized by the use of blood components for the treatment of certain pathologies. When applied properly, it is highly successful; however, it also has risks, such as transfusion reactions. Objective: This study aimed to evaluate the effects of the clinical simulation of transfusion reactions on the knowledge gain of nursing students. Methods: Two groups were compared: the intervention group, which used the educational intervention: “clinical simulation of transfusion reactions in adults”, and the control group, which did not use the strategy. The study was conducted at a Higher Education Institution from August 2022 to June 2023, with nursing students in the fifth semester. An instrument on the knowledge of transfusion reactions was applied before and seven days after the intervention. Data were analyzed descriptively and inferentially using the Mann–Whitney U and Wilcoxon tests. For both, p < 0.05 was accepted. Results: The Wilcoxon test revealed a statistically significant difference in pre- and post-test scores within the intervention group (p-value: 0.003), with a large effect size (Cohen’s d = 1.14). The average score in the pre-test was 16.47 and increased to 18.93 in the post-test (p = 0.002), while in the control group there was a drop from 14.53 to 12.07 (p = 0.053). In terms of overall scores, the intervention group went from an average of 8.10 to 9.67 (p = 0.001), while the control group went from 8.13 to 8.66 (p = 0.053). The reduction in errors was significant in topics such as hand hygiene (from 56.7% to 23.3%) and the maximum exposure time of the blood component at room temperature (from 66.7% to 20%). The data showed that the clinical simulation intervention had a significant positive effect on the acquisition of theoretical knowledge about transfusion reactions. Conclusions: Through the use of simulation as a teaching strategy, students gained greater knowledge.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15060693
Fuente:Education Database