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Abstract
Objective: This study aimed to evaluate knowledge improvement on nasogastric tube insertion technique among students at the Military Medical University.
Methods: A one-group pre–post intervention design was conducted from May to July 2024 among 263 students of cohort 56. The intervention consisted of a 90-minute simulation-based practice session held in the pre-clinical skills laboratory of Military Hospital 103. Students were divided into groups of five to perform the nasogastric tube insertion procedure on a simulation model under the supervision of nursing instructors. The session included brief theoretical reinforcement, step-by-step practice, scenario-based problem-solving, and immediate feedback. Knowledge was measured using a 20-item questionnaire developed by the research team based on the Basic Nursing Skills Textbook of the Military Medical University. The tool comprised four domains: indications, contraindications, procedural steps, and complications, with a Cronbach’s alpha reliability of 0.81. Data were analyzed using SPSS 20.0 with descriptive statistics and paired sample t-test at a significance level of p < 0.05.
Results: The mean knowledge score increased significantly from 13.44 ± 1.9 before the intervention to 17.5 ± 1.7 after (p < 0.001). All knowledge domains showed significant improvement, particularly absolute contraindications (from 72.2% to 87.8%) and procedural technique (from 53.1% to 68.4%).
Conclusion: The simulation-based module on nasogastric tube insertion significantly enhanced students’ knowledge, demonstrating the effectiveness of simulation as an educational strategy in teaching fundamental nursing skills.
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References
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