Comparing the Effects of Emergency Severity Index (ESI)Triage Education via Traditional, Role playing and Clinical Method on the Learning Outcomes of the Nursing Students -Tabriz University of Medical Sciences in 2016

Abstract

Abstract: Introduction:Correctly and quickly triage of patients plays key role in the successful performance in emergency department. Triage skills education is one of the important aspects of nurses’ readiness in various emergency conditions. Nowadays, different methods are used in educating the triage, not clearly stated in the literature. Additionally, much research suggests a relatively large gap between clinical education and classical educating of nursing. Thus, the objective of this study was to compare the impact of triage education on severity of emergency using traditional method (lecture), role-playing, and clinical method on learning outcome of nursing students. Methodology:This research was a quasi-experimental study carried out in Tabriz Nursing and Midwifery Faculty in 2016. Samples were selected among sixth semester nursing students (108 students) studying in two semesters of academic year 2015-2016, who met the inclusion criteria of study. After pre-test and educating the concepts of triage, students were randomly assigned into three groups (traditional, role-playing, and clinical). Triage scenarios were educated to groups in three methods. Post-test was performed one month later. A questionnaire assessing the knowledge and performance of ESI triage was used in order to collect data. Data were analyzed using SPSS 22 software and descriptive and inferential statistics. Findings: The mean score of knowledge and performance in all three groups was increased significantly after education in this study, and all three methods had a significant and positive impact on learning outcomes, including knowledge and performance of nursing students. The mean score of triage knowledge was increased from 7.66 ± 4.89 to 39.38 ± 2.44 in the clinical group, from 8.32 ± 6.30 to 36.24 ± 3.32 in role-playing group, and from 7.44 ± 5.42 to 23.60 ± 5.21 in the traditional group one month after the test. In the performance area, the mean score was increased from 5.04 ± 2.75 to 28.42 ± 1.48 in the clinical group, from 5.36 ± 3.10 to 23.08 ± 2.69 in the role-playing group, and from 5.24 ± 2.78 to 17.64 ± 4.73 in the traditional group one month after the test. Investigating the mean score of post-test revealed significant difference among three groups, and the mean score in the clinical group was higher compared to that in role-playing and traditional groups (P <0.05). Conclusion: findings revealed the effectiveness of all three educational methods on learning outcomes of students. In this study, clinical education and role-playing showed useful impacts in improving learners' learning, so they can be used as modern methods for educating triage to nursing students in theoretical, practical, and clinical courses. In addition, according to the findings of the study and the importance of triage, the development of theoretical and practical educational courses in this area is recommended for nursing students.