Crossover design in triage education: the effectiveness of simulated interactive vs routine training on student nurses' performance in a disaster situation

Abstract

Abstract Introduction. One aspect of successful triage is the proper diagnosis of the injured person. For this reason, triage guidelines speed up recognition times and increase services. Therefore, this study aims to develop an interactive triage guideline simulator that can reduce the execution time of the procedure. Method. This study was a crossover design with pre- and posttests for two groups. Each group consisted of 60 students selected using the census method. SIG and teacher training sessions were conducted as a crossover design. Triage knowledge questionnaires were used in the pretest to assess triage knowledge. An OSCE test was administered in the posttest to assess student performance, followed by a triage skills questionnaire. Both questionnaires were highly reliable, as indicated by Cronbach's alpha coefficients (0.9 and 0.95, respectively). Statistical analysis was performed using SPSS version 26 software at a significance level of 0.05. Result. The chi-square test showed that the two groups were homogeneous regarding age. Regarding knowledge level, both groups were homogeneous before the intervention (P = 0.99). Nevertheless, the results of the OSCE test showed that the students in group A had a higher level of skill than the students in group B (93% versus 70%). Also, 18% of the students in group B had low skills. Discussion. This study found that student outcomes improved in both groups receiving SIG, suggesting that interaction and simulation improve learning. However, gamification is an ideal precursor to learning and not a substitute for education. Therefore, gamification should not be used as a stand-alone teaching method. Conclusions. This crossover study found that simulators and games should not be considered stand-alone teaching methods but can contribute to learning sustainability when used alongside instruction.