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Evaluating the use of 3D skin models as simulation-based educational tools among nursing students: A
Sahar Hammoud1, Freda Browne2, Patsy Lenane3
1UCD Centre for Interdisciplinary Research, Education and Innovation in Health Systems (UCD IRIS), School of Nursing, Midwifery and Health Systems, Health Sciences Centre, University College Dublin, Dublin, Ireland.
Background:
Teaching dermatology is challenging because of its' highly visible and tactile nature. While images improve visual memory and are valuable teaching aids, even high-quality photographs have limitations in what they can convey.
Aim:
Our aim is to validate the use of silicone-based 3D skin models as simulation-based educational tools by assessing their impact on recognition of various skin conditions among nursing students.
Design And Settings:
A quasi-experimental, two-groups study was conducted in a Higher Education Institute in Ireland.
Participants:
Participants were third-year undergraduate nursing students enrolled in a bachelor's programme in General Nursing or Children's and General Nursing, registered for a general module. We included 153 participants, 79 were in the control group and 74 were in the interventional group.
Methods:
Nursing students rotated individually among stations to observe both 3D skin models and photographs of the models. At each station, students completed an answer sheet including questions on identifying skin categories and conditions, along with a validated scale to assess satisfaction, confidence, and realism in using these models. Each station illustrated five skin conditions using either models or photographs. Both groups visited both stations; only the sequence of visits varied between them.
Results:
The 3D skin models significantly improved nursing students' identification of the papulosquamous skin category (47.8 % interventional group and 24.4 % control group, p = 0.003). Additionally, students exposed to the models had higher scores for categorisation (mean ranks; 85.05 interventional group and 69.46 control group, p = 0.023). Qualitative data revealed students' favourable perceptions of the 3D models as effective learning tools, particularly their realism and sensory aspects.
Conclusions:
Suggestions for model improvements, including skin tone and positioning on the body, are likely to enhance effectiveness. Integrating 3D skin models into nursing education curricula is highly recommended to enhance nursing students' dermatology skills and clinical skin assessment.
