The Effect of PEG Tube Feeding Simulation on Nursing Students’ Knowledge, Competence, Self-Reported Confidence and Satisfaction with Learning

The study investigated the effect of PEG tube feeding simulation on nursing students’ knowledge, competence, self-reported confidence and satisfaction with learning. A convenient sample of 37 nursing students was recruited from College of Nursing-Jeddah. Several tools were utilized for data collection, including: sociodemographic sheet, scenario-based knowledge test, 21-step checklist for performance evaluation, confidence self-assessment and students’ satisfaction scales. A randomized controlled trial study design was used for current study. Students were randomly assigned to either a simulation or a video-led instruction group. Both groups had a 2-hour lecture of background information required for effectively performing PEG-tube feeding. Control group then watched a 25-minute video that covered the competency, while the experimental group had a lived simulation experience. Analysis of variace revealed a significant difference in knowledge between the two studied time points (pre/post- test) for participants in both study groups. However, no significant difference in neither knowledge nor competence acquisition was found between groups at any of studied time points. Both groups reported significantly high satisfaction and self-confidence scores at post-test. Results of current study indicated that psychomotor skill of PEG tube feeding is learned equally well with either lab simulation or a video-led instruction. This study examined outcomes immediately after the program and did not address knowledge and skill retention. Further research is needed to assess retention of studied outcomes over time.