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Effectiveness of a home-based simulation kit on nursing students' intramuscular injection performance and
Esra Uğur1, Hilal Yıldız Çelik1, Ükke Karabacak1
1Department of Nursing, Faculty of Health Sciences, Acibadem Mehmet Ali Aydınlar University, Kayışdağı Cad. No: 32, Ataşehir, Istanbul 34758, Turkey.
Background:
Psychomotor skill training is a fundamental element of nursing education. The COVID-19 pandemic underscored the importance of alternative approaches to maintain training continuity when access to skills laboratories was limited.
Aim:
This study examined the effectiveness of a structured home-based simulation kit in enhancing nursing students' intramuscular injection skills and self-efficacy in a distance education setting.
Methods:
A quasi-experimental post-test control group design was employed with 85 undergraduate nursing students. The intervention group (n = 42) received distance education supported by a home-based intramuscular injection kit in 2020-2021, whereas the control group (n = 43) underwent traditional face-to-face laboratory training in 2019-2020. Data were collected using a demographic questionnaire, an intramuscular injection skill checklist and the Self-Efficacy Scale. Analyses were performed using independent samples t-tests and paired t-tests.
Results:
The intervention group achieved significantly higher skill performance scores (69.58 SD 16.61) than the control group (47.44 SD 16.13), t(83) = 6.23, p < 0.001. No significant between-group differences were observed in self-efficacy at either pre- or post-test. Within-group analysis revealed a significant increase in self-efficacy only among the control group (p = 0.003).
Conclusions:
A structured home-based simulation kit can effectively improve nursing students' psychomotor performance in intramuscular injection, yielding outcomes comparable to traditional laboratory training. However, additional pedagogical approaches may be necessary to strengthen self-efficacy. These findings suggest that home-based kits should be incorporated into nursing curricula as supplementary tools to support distance education when laboratory access is limited and to complement face-to-face training.
