Integrating 9 digital simulators to the initial training of 8000 nursing students in the region of Nouvelle-Aquitaine (France)

Guillaume Decormeille (1) , Thomas Geeraerts (2) , Guillaume Brun (3) , Jérôme Leleu (3) , Nathalie Huet (1)

1 CLLE-LTC - Cognition, Langues, Langage, Ergonomie
2 ITSIMS - Institut Toulousain de Simulation en Santé [Toulouse]
3 SFH - Simforhealth

Using simulation as a pedagogical tool to train health care professionals, both as initial training and continuing education, is a recommended teaching method in France1. On-screen digital simulation is one of the teaching modalities recommended for mass training compared to full-scale simulation training. However, digital simulation and therefore on-screen learning do require individual learners to have a specific set of skills (such as cognitive, metacognitive and motivational skills)2 How will the learners’ institutional and individual conditions (cognitive, metacognitive and motivational skills) impact the effectiveness of serious games on the educational outcome of nursing students? In September 2019, 8000 students selected from the 27 IFSI (Institute for Nurses in Training) across the Nouvelle-Aquitaine region will train using the MedicActiV TM platform which comprises a collection of 35 virtual nursing care cases covered by 9 screen-based simulators. This is a prospective and randomized study based on the chosen training modality (remote or in-person) and the choice of virtual case scenario. Evaluation of motivation conducted by EMFA, “Adult Education Motivation Scale”)3 and textbook knowledge (by approved MCQ) will undergo a standardized evaluation before and after the use of a simulator. An efficacy assessment (SAE)4 will be conducted upon reading the brief for the case scenario and before the debriefing phase (feedback compiled from answers). Software tracing will be analyzed alongside the questionnaire analysis. And the User Experience (UX) analysis will be done using the Attradiff2 scale5. A preliminary study with 200 students to evaluate the UX and gage the interest in such a pedagogical tool was conducted in May 2019. A quantitative study of the qualitative data was conducted using IRaMUTeQ in R. The word cloud representation shows how the words relate to one another and their strength based on how big they appear on the image. It shows this tool is interesting, fun, effective in broadening and solidifying knowledge, promotes team work and is well suited for our training program. The discussion group which was focused on the pedagogical aspect of the learning tool indicates, via the Chi-square p-value < 0.0001, that the learning tool broadens and solidifies knowledge (10.09) especially in therapeutic education (17.18), enables preparation for real-life cases (18.33), and promotes application in real-life situations (8.54). Interesting teaching modality; needs further development (9.82). The class asked to focus on the dissemination modality of the tool indicates that it is best suited for a small group of learners: smaller group if not one-on-one (6.08), difficult to give your answer in a large group, but large group enables finding answers (20.44). Results of the study presented above will be published in June 2020. Discussion and Conclusion Still today, initial training or continuing education for health care professionals through digital simulation is rare in France. Qualitative and quantitative analysis underscores the benefits of using the MedicActiV platform and pursuing this teaching modality for health care professionals. How many hours will the nursing students’ initial training last? What will be the ratio of summative evaluation in this type of teaching modality? What part will learning by digital simulation play in the initial training of student nurses 5 years from now, or in the context of continuing education? Stay tuned for the answer to these questions. Key words: Learning, autonomy, digital simulator, motivation, knowledge Bibliographie : 1 Guide rapport de l’HAS 2012 2 Huet et Mariné (1997), Contemporary Educational Psychology, 22(4), 507-520 3 Fenouillet, F., Heutte,J., Vallerand, J-R. (2015) Validation of the Adult Motivation Scale, Fourth World congress on Positive Psychology (IPPA), Orlando, FL 4 Bandura (1986), Prentice-Hall, inc : Englewood Cliffs, NJ,US 5 Lallemand, C., Koenig, V., Gronier, G., & Martin, R. (2015)). Création et validation d’une version française du questionnaire AttrakDiff pour l’évaluation de l’expérience utilisateur des systèmes interactifs. Revue européenne de psychologie

Domaines: Psychologie

Guillaume Decormeille, Thomas Geeraerts, Guillaume Brun, Jérôme Leleu, Nathalie Huet. Integrating 9 digital simulators to the initial training of 8000 nursing students in the region of Nouvelle-Aquitaine (France). ICMASIM (1st International Conference for Multi-Area Simulation), Oct 2019, Angers, France. ⟨10.3389/978-2-88963-088-2⟩. ⟨hal-03406367⟩