Abstract
Background: Epilepsy is disproportionately distributed across the world, with 80% of individuals with epilepsy living in low and middle-income countries (World Health Organization, 2024). The prevalence of epilepsy in Pakistan is estimated to be approximately 1%, with those living in rural areas less likely to receive treatment (Khatri et al., 2003).
Nurses need to know the immediate actions to take when someone experiences a seizure; however, gaps in training are common (Lee & Sim, 2020; Liu et al., 2024). Seizure First Aid training programs have been developed to help healthcare professionals and caregivers of persons with epilepsy respond to seizures (Asadi-Pooya et al., 2022; Shafer et al., 2022). Simulation has been used to help prepare nursing students and other health professionals to respond to seizures (Kahraman et al., 2019; Mikhaeil-Demo et al., 2020).
Methods: Nursing faculty from the United States and Pakistan developed a simulation for BSN students at a university in Pakistan to teach Seizure First Aid while exploring potential future faculty collaboration (Shafer et al., 2022). The simulation utilized rapid cycle deliberate practice with pre-brief and debrief (de Oliveira et al., 2024; Perretta et al., 2020). Students completed pre- and post-simulation surveys.
Results: 19 BSN students participated in the 1.5-hour simulation. Most participants (n=18, 95%) were male, and almost half (n=9, 47%) reported previous experience caring for someone experiencing a seizure. Students reported increased confidence in caring for someone experiencing a seizure and described the simulation as a psychologically safe learning environment. Stigma and myths emerged as themes influencing nursing care. All students were able to describe and demonstrate the steps of Seizure First Aid. Overall, student feedback about the simulation was positive, though 22% (4/18) of respondents noted they would prefer to practice on a real person instead of a mannequin. Secondary informal project outcomes included the establishment of a collaborative relationship between nursing faculty from the United States and Pakistan. Priorities identified through the simulation for future faculty projects included best practices for simulation, outcome evaluation, and competency-based education.
Conclusion: This simulation helped students gain knowledge, confidence, and skills related to acute seizure care and allowed faculty to explore a new collaboration and identify future priorities.
Notes
References:
Asadi-Pooya, A. A., Hosseini, S. A., Hashemizadeh Fard Haghighi, L., & Asadi-Pooya, H. (2022). Seizure first aid for people with epilepsy: Opinions and knowledge of caregivers and healthcare professionals. Seizure: European Journal of Epilepsy, 102, 1–5. https://doi.org/10.1016/j.seizure.2022.09.007
de Oliveira, H. C., Campos, J. F., de Souza, L. C., de Bakker, G. B., Ferreira, L. L. B., da Silva, R. N., dos Santos Pires, P. R., & Brandão, M. A. G. (2024). Theoretical, conceptual, and operational aspects in simulation training with rapid cycle deliberate practice: An integrative review. Simulation in Healthcare, 19(5), e91. https://doi.org/10.1097/SIH.0000000000000746
Kahraman, A., Gumus, M., Binay, S., Zengin, D., Uzsen, H., Ardahan Sevgili, S., Cevik Ozdemir, H. N., & Basbakkal, Z. (2019). The effect of simulation-based education on childhood epileptic seizure management knowledge, skills, and attitudes of nursing students. Epilepsy & Behavior, 100, 106497. https://doi.org/10.1016/j.yebeh.2019.106497
Khatri, I. A., Iannaccone, S. T., Ilyas, M. S., Abdullah, M., & Saleem, S. (2003). Epidemiology of epilepsy in Pakistan: Review of literature. JPMA. The Journal of the Pakistan Medical Association, 53(12), 594–597.
Lee, J. E., & Sim, I. O. (2020). Gap between college education and clinical practice: Experience of newly graduated nurses. Nursing Open, 7(1), 449–456. https://doi.org/10.1002/nop2.409
Liu, Q., Xie, C., Tan, J., Xu, L., Zhou, F., & Peng, L. (2024). Exploring the nurses’ experiences in recognising and managing clinical deterioration in emergency patients: A qualitative study. Australian Critical Care, 37(2), 309–317. https://doi.org/10.1016/j.aucc.2023.06.004
Mikhaeil-Demo, Y., Barsuk, J. H., Culler, G. W., Bega, D., Salzman, D. H., Cohen, E. R., Templer, J. W., & Gerard, E. E. (2020). Use of a simulation-based mastery learning curriculum for neurology residents to improve the identification and management of status epilepticus. Epilepsy & Behavior, 111, 107247. https://doi.org/10.1016/j.yebeh.2020.107247
Perretta, J. S., Duval-Arnould, J., Poling, S., Sullivan, N., Jeffers, J. M., Farrow, L., Shilkofski, N. A., Brown, K. M., & Hunt, E. A. (2020). Best practices and theoretical foundations for simulation instruction using rapid-cycle deliberate practice. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 15(5), 356–362. https://doi.org/10.1097/SIH.0000000000000433
Shafer, P. O., Gilchrist, B., Miller, W., Owens, S., Ficker, D., Haynes-Smith, L., & Kiriakopoulos, E. (2022). Improving self-efficacy in seizure first aid: Developing a seizure first aid certification program in the United States. Epilepsy & Behavior, 129, 108624. https://doi.org/10.1016/j.yebeh.2022.108624
World Health Organization. (2024, February). Epilepsy: Fact sheet. https://www.who.int/news-room/fact-sheets/detail/epilepsy
Sigma Membership
Rho
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Simulation, Teaching and Learning Strategies, Global Leadership, Epilepsy, Seizures, Baccalaureate Nursing Students, BSN Students, Pakistan
Recommended Citation
Nelson, Kathryn N. and Masih, Sarfraz, "Seizure First Aid Simulation: Teaching Students While Exploring Future Faculty Collaboration" (2025). International Nursing Research Congress (INRC). 178.
https://www.sigmarepository.org/inrc/2025/presentations_2025/178
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Seizure First Aid Simulation: Teaching Students While Exploring Future Faculty Collaboration
Seattle, Washington, USA
Background: Epilepsy is disproportionately distributed across the world, with 80% of individuals with epilepsy living in low and middle-income countries (World Health Organization, 2024). The prevalence of epilepsy in Pakistan is estimated to be approximately 1%, with those living in rural areas less likely to receive treatment (Khatri et al., 2003).
Nurses need to know the immediate actions to take when someone experiences a seizure; however, gaps in training are common (Lee & Sim, 2020; Liu et al., 2024). Seizure First Aid training programs have been developed to help healthcare professionals and caregivers of persons with epilepsy respond to seizures (Asadi-Pooya et al., 2022; Shafer et al., 2022). Simulation has been used to help prepare nursing students and other health professionals to respond to seizures (Kahraman et al., 2019; Mikhaeil-Demo et al., 2020).
Methods: Nursing faculty from the United States and Pakistan developed a simulation for BSN students at a university in Pakistan to teach Seizure First Aid while exploring potential future faculty collaboration (Shafer et al., 2022). The simulation utilized rapid cycle deliberate practice with pre-brief and debrief (de Oliveira et al., 2024; Perretta et al., 2020). Students completed pre- and post-simulation surveys.
Results: 19 BSN students participated in the 1.5-hour simulation. Most participants (n=18, 95%) were male, and almost half (n=9, 47%) reported previous experience caring for someone experiencing a seizure. Students reported increased confidence in caring for someone experiencing a seizure and described the simulation as a psychologically safe learning environment. Stigma and myths emerged as themes influencing nursing care. All students were able to describe and demonstrate the steps of Seizure First Aid. Overall, student feedback about the simulation was positive, though 22% (4/18) of respondents noted they would prefer to practice on a real person instead of a mannequin. Secondary informal project outcomes included the establishment of a collaborative relationship between nursing faculty from the United States and Pakistan. Priorities identified through the simulation for future faculty projects included best practices for simulation, outcome evaluation, and competency-based education.
Conclusion: This simulation helped students gain knowledge, confidence, and skills related to acute seizure care and allowed faculty to explore a new collaboration and identify future priorities.
Description
A Seizure First Aid simulation was implemented with BSN students at a university in Pakistan as part of a new collaboration between nursing faculty from the United States and Pakistan. Student confidence increased, and students reported feeling psychologically safe during the simulation. Stigma and myths emerged as themes impacting nursing care. The simulation helped establish a collaborative relationship between nursing faculty and helped identify priorities for future projects.