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Komeagac, MSc, RN, Urla State Hospital, Urla, Izmir, Turkey Murat Bektas, PhD, RN Associate Professor, Dokuz Eylul University Faculty of Nursing, Inciraltı, Izmir, Turkey Correspondence: Murat Bektaş, PhD, RN, Dokuz Eylul University, Faculty of Nursing, Inciralti, 35340 Izmir, Turkey E-mail: mbekta@gmail.com Abstract Background: In the literature, it is seen that there are no specific education, program or course on evidencebased management of pediatric fever in the undergraduate education and this subject is discussed only as part of other courses, and nurses' level of knowledge on this subject is low Aim: This study was performed to evaluate the effect of the evidence-based pediatric fever management training given to nursing students. Methods: The sample of the study consists of 110 3rd year nursing student. The data were collected by the Socio-Demographic Data Form and Students' Evidence-Based Pediatric Fever Management Knowledge Level Evaluation Form. Shapiro-Wilk normality test, t-test, Mann-Whitney U test, correlation analysis, regression analysis, power and effect size were used in the evaluation of the data. Results: A statistically significant difference was found between pre-test and post-test point of the intervention and control group (p < 0.15, moderate if 0.15 ≥ f2 < 0.35, and large if 0.35 ≥ f. In this study, based on these values, it can be seen that the effect size of the study is small. These two results suggest that performing the study is significant, but the training was limited to increasing the knowledge of students. Thus, the reasons behind the small effect size of the training could be the short duration of the training, limited number of scenarios, that the students do not see sufficient number of patients with fever and the duration of the practice is short, and the failure to establish a program in which a continuous, computer-based distance education can be provided where the student can reach information from anywhere, anytime. Conclusion Training on fever management created a change in the knowledge level of students, and the training had a strong but small effect size. In order to evaluate the results more clearly, in the future studies, in addition to the training, clinical evaluation should be performed, long-term follow-up should be performed, training techniques such as approaches including small groups and scenario-based web applications and live class practices should be added to the intervention program in order to increase the efficiency, and special training on pediatric fever management should be added to the nursing curriculum. Fırat Üniversitesi Sağlık M The Impact of Simulation on Pediatric Nursing Students’ Knowledge, Self-efficacy, Satisfaction, and Confidence Dr. Hala Saied1,2* 1.King Saud Bin Abdul-Aziz University for Health Science, College of Nursing –Riyadh 2.Cairo University, College of Nursing Abstract The simulation technology is rapidly expanding and has been used in several nursing programs around the world and in Saudi Arabia too. The aim of this study was to evaluate the effect of using a simulation based scenarios on the pediatric nursing students’ students’ knowledge, self-efficacy, satisfaction, and confidence. This study used Bandura’s Social Cognitive Learning Theory (1977; 1986) as a theoretical framework.158, third year baccalaureate nursing students enrolled in a pediatric nursing course participated in the study. Data was collected using demographic data profile questionnaire, knowledge questionnaire, Learner Satisfaction and Self Confidence in Learning Questionnaire (NLN, 2009) and the General Self-Efficacy.The simulation activities were conducted in the pediatric nursing lab. The simulation activities consisted of three respiratory problems and one cardiac scenario. High and low fidelity simulators were used. The majority of the students were unmarried (96.84%) and had no previous experience in simulation. There was a significant statistical difference in pre- and posttest knowledge and self-efficacy scores. Students were satisfied with the simulation experience and their self-confident scores were higher after the simulation session. That post simulation self-efficacy was positively correlated with satisfaction (r= .46, P = 0.001) and self-confidence (r= .50, P = 0.001). Satisfaction with simulation was also positively correlated with self-confidence (r = 0.46, P = 0.001). Although the interpretation of the study results is limited due to the short time frame between the pretest and the posttest, this study provides a stepping point for understanding how simulation may affect the pediatric nursing students’ knowledge, selfefficacy and confidence. Keywords: Pediatric nursing education, Simulation, knowledge, self-efficacy, self-confident Introduction and background Nursing education today is influenced by rapid changes in health care technology, social, cultural, technological, economic forces and complexity in health care demand. These changes mandate the nursing educator to reshape their curriculum to make sure that the students gained the knowledge and the skills that allow them to deal with the unpredictable challenges of the twenty first century (Ma, 2013;Benner, Sutphen, Leonard, & Day, 2010; Richard , 2009: Gillespie & Peterson, 2009; Warren & Connors, & Weaver, 2007; Feingold, Calaluce & Kallen, 2004). Simulation
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