EFFECTIVENESS OF SIMULATION-BASED TRAINING ON KNOWLEDGE AND PRACTICE REGARDING PROTOCOL BASED STEMI MANAGEMENT AMONG STAFF NURSES IN A TERTIARY CARE HOSPITAL OF WESTERN UTTAR PRADESH

Vollständiger Abstract

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Introduction: Cardiovascular diseases remain the leading cause of death worldwide, with ischemic heart disease accounting for the greatest proportion of cardiovascular mortality. According to the Global Burden of Disease 2021 study, approximately 254.3 million people were living with ischemic heart disease globally, resulting in 9.0 million deaths in 2021. Earlier Global Burden of Disease estimates reported 21.2 million new cases of ischemic heart disease worldwide in 2019, highlighting the continuing global burden of coronary artery disease despite advances in prevention and treatment. ST-Elevation Myocardial Infarction (STEMI) is a life-threatening cardiovascular emergency that requires rapid diagnosis and timely intervention. Nurses play a crucial role in the early recognition and management of STEMI. Simulation-based training has emerged as an effective educational strategy for improving clinical competence among healthcare professionals. Objectives: To assess the effectiveness of simulation-based training on knowledge and practice regarding protocol-based STEMI management among staff nurses. Methodology: A quasi-experimental pre-test and post-test control group design was adopted. Sixty staff nurses were selected and assigned into experimental (n=30) and control (n=30) groups. Baseline knowledge and practice regarding protocol-based STEMI management were assessed using a structured knowledge questionnaire and observational checklist. The experimental group received simulation-based training, whereas the control group received no intervention. Data were analyzed using appropriate descriptive and inferential statistical methods. Results: The mean knowledge score of the experimental group increased from 13.53±4.57 in the pre-test to 24.40±3.35 in the post-test. The mean practice score improved from 5.80±2.31 to 10.46±1.99. Statistically significant differences were observed between pre-test and post-test knowledge and practice scores in the experimental group (p