Effects of student standardized patients combined with situational simulation on teaching outcomes of acute and severe gastrointestinal tumors

Abstract

Background: Student standardized patients (SSPs) can serve as valuable tools in teaching acute and severe gastrointestinal tumors.

Aim: To explore the effect of SSP on scenario simulation teaching and its impact on teaching outcomes.

Methods: From July 2021 to June 2024, 200 nursing interns were taught about severe gastrointestinal tumor disease. In July 2022 the SSP scenario simulation teaching method was introduced to an observation group of 100 students. A control group of 100 students was taught using traditional methods from July 2021 to June 2022. The traditional teaching included classroom theoretical instruction, laboratory practical teaching, and course assessments. During the practical laboratory sessions, students performed operations using simulation mannequins, and course assessments were based on theoretical test scores combined with practical assessments using the mannequins. The teaching effects of both groups were compared in terms of comprehensive quality and student satisfaction.

Results: The observation group exhibited significantly higher theoretical and operational scores (P < 0.05), a notably livelier classroom atmosphere (P < 0.05), and a higher learning satisfaction than the control group (98.00% vs 91.00%) (P < 0.05).

Conclusion: SSP combined with scenario simulation teaching enhanced the effectiveness of acute and severe gastrointestinal tumor disease education, improved students' overall quality, and increased their learning satisfaction, making it a valuable approach for wider adoption.

Keywords: Acute and severe gastrointestinal tumor disease; Gastrointestinal tumor; Situational simulation teaching; Student standardized patients; Teaching effect.