Hybrid Simulation Training on Nursing Students

Wounds are divided into acute and chronic Acute wounds, characterized by their sudden appearance on the skin, include various types such as surgical wounds, traumatic wounds, and burn wounds Inadequate care of acute wounds leads to their transformation into chronic wounds. Nurses and nursing students have low levels of wound management competence Compassion is defined as an internal emotion that motivates individuals to relieve the suffering of others. Compassionate care can be formally defined as the recognition and understanding of an individual's suffering, characterized by deep empathy and understanding.

Provides a safe environment for nursing students to solve and develop critical attitudes. In hybrid simulation, the use of wound attachments and wound moulages facilitates accurate wound identification, classification, appropriate intervention, and correct wound dressing. The development of compassion competence through simulation training to improve nursing students' knowledge and skills in wound care has not yet been examined. The purpose of this study was to investigate the effects of hybrid simulation training on nursing students' wound care knowledge, wound assessment and dressing skills, and compassion competence.

Methods This study was a randomized controlled experimental study conducted with nursing students. The study consisted of nursing students divided into two groups: experimental group (EG) (n=42) and control group (CG) (n=38).

This study was conducted with 3rd year nursing students (n=155) enrolled in a four-year undergraduate nursing program at Bursa Uludağ University, and they were invited to participate in this research in the spring semester of the 2023-2024 academic year.

Participants who were transitioning to internship practice, had no previous experience with simulation training, and wound care training were included.

Theoretical Training Sessions All students received training on acute and chronic wounds. Detailed explanations were provided through case scenarios and visual videos. After the theoretical training, students were given information and skills were assessed with a knowledge test and structured clinical exam. The control group received theoretical training and applied wound dressings on additional parts.

Students were given simulation training. A patient who had a traffic accident resulting in open and closed wounds of different degrees, sizes and depths on the chest, right hand and arm a scenario was developed that includes.