Develop and Evaluate of an Infection Control Simulation Training in Nursing Students

Aim/objective To develop and evaluate an infection-control cardiopulmonary resuscitation (CPR) simulation training program for undergraduate nursing students, assessing simulation acceptability, situational awareness improvement, and technical skills competency. Background Nursing students should manage clinical emergencies while rigorously adhering infection prevention and control (IPC) protocols. Although resuscitation and IPC are often taught separately, integrating them through simulation-based learning can better prepare students by combining technical skills, non-technical skills, and IPC skills within realistic, safe environments. Design Quantitative interventional study integrated into final-year Hong Kong nursing curriculum. Methods A total of 272 students participated in a high-fidelity resuscitation scenario in an isolation ward with scripted IPC errors. Simulation acceptability was assessed using the Simulation Design Scale (SDS) and Educational Practice Questionnaire (EPQ). Situational awareness was evaluated pre- and post-training using the Mission Awareness Rating Scale (MARS). Competency was assessed via a checklist based on hospital protocols and CPR guidelines. Results Participants reported high acceptability scores: SDS means of 4.14 (presence) and 4.04 (importance), and EPQ means of 4.24 and 4.11, respectively (5-point scales). Significant improvements in post-training MARS scores for both Content (2.58®2.29) and Workload (2.59®2.35) subscales (p<0.01). Higher SDS and EPQ scores correlated with greater improvements in situational awareness. Competency assessment revealed strengths in AED use and bag-valve-mask ventilation, but gaps in breathing assessment, noting arrest time, airway adjunct use, and correcting IPC errors. Conclusions Integrated infection-control CPR simulation is feasible, well accepted, enhances situational awareness, and highlights areas for competency improvement. These findings support experiential learning for complex, high-risk clinical environments.