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Updated: May 16, 2025
Development of a Benchtop Model for Evaluating the Compatibility of Wound Dressing Materials with Negative Pressure Wound Therapy Systems
Published on: May 2, 2025
Effects of a Situated Simulation Teaching Strategy on Knowledge of Negative-Pressure Wound Therapy among Surgical
Yi-Ling Tseng1, Hua-Shan Wu, Pei-Yu Huang
1Yi-Ling Tseng, MS, RN, is Lecturer, Bachelor of Science in Senior Wellness and Sports Science, College of Agriculture and Health, Tunghai University, Taichung County, Taiwan. Hua-Shan Wu, PhD, RN, is Distinguished Professor, Chair, and Dean, Department of Nursing and Graduate Institute of Nursing, College of Nursing, Asia University, Taichung County. Pei-Yu Huang, BSN, RN, is Case Manager, Dementia Centre, Jen Ai Hospital, Taichung City, Taiwan. Pei-Shan Hsaio, BSN, RN, is Preceptor, Asia University Hospital, Taichung City. Hui-Chen Tseng, PhD, RN, is Associate Professor, College of Nursing, Kaohsiung Medical University, Kaohsiung City, Taiwan, and Adjunct Research Fellow, Department of Medical Research, Kaohsiung Medical University Hospital, Taiwan.
Objective:
To evaluate the effect of a situated simulation teaching strategy for negative-pressure wound therapy (NPWT) on surgical nurses' knowledge of care for patients who receive NPWT.
Methods:
This quasi-experimental study used a one-group pretest/posttest design. Thirty-one female surgical nurses from a central Taiwan district hospital participated. They received situational simulation training and completed self-administered preintervention and postintervention scale assessing their knowledge of NPWT-related care and a demographic questionnaire.
Results:
Participants' mean score on the knowledge of NPWT-related care scale was 19.90 preintervention and increased to 27.84 postintervention, a significant improvement ( z = -4.45, P < .001). All aspects of NPWT knowledge, including indications and effects ( z = -3.84, P < .001), device operation ( z = -3.71, P < .001), assessment ( z = -3.89, P < .001), and anomaly response ( z = -3.93, P < .001), significantly improved following the intervention.
Conclusions:
The study indicates that simulation and cues and a debriefing session in situational simulation teaching significantly enhance surgical nurses' knowledge of NPWT-related care and facilitates the acquisition of problem-solving methods, suggesting its potential application in NPWT-related continuing education courses for surgical nurses.
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