Background Because of large class sizes and limited resources, students participating in high-fidelity simulation experiences may be assigned to an observer role as opposed to an active nursing role. Purpose Educators need to determine if anxiety levels and student learning outcomes are comparable for students in active and observer roles. Methods A quasi-experimental study was conducted with 132 prelicensure baccalaureate students. Active nursing roles consisted of primary care, documentation, and medication nurse roles. Observer role students were provided with resources to guide them with developing their observational skills and achieving the simulation objectives. Results There were no significant differences between simulation roles for anxiety levels, satisfaction with learning, self-confidence in learning, clinical ability, problem solving, confidence in clinical practice, and collaboration. Conclusions These findings suggest that either role is an appropriate assignment during simulation. Educators should identify ways to be supportive and reduce anxiety in students during simulation experiences.
Techniques to help decrease students' stress and anxiety during a nursing program can be beneficial to their overall health and mental well-being. A quasi-experimental design was used to examine if a peer evaluation technique during clinical skill practice sessions decreases anxiety prior to skill performance evaluation with nursing faculty. Participant feedback supports the integration of a peer evaluation technique when learning clinical skills.
Objectives Examine the impact of TeamSTEPPS® training and simulation experiences on student knowledge and teamwork attitudes in a baccalaureate-nursing program. Methods This study used a quasi-experimental, pre-test, post-test design. The intervention included a workshop followed by 2 days of simulation experiences. Participants included a total of 46 nursing students. Instruments included the TeamSTEPPS learning benchmark and the Teamwork Attitudes Questionnaire (T-TAQ). Results Scores on the learning benchmark increased following the intervention. In addition, changes in subscores of teamwork strategies, leadership, situation monitoring, and mutual support on the T-TAQ indicate an improvement in student attitudes toward teamwork. Conclusions Incorporating TeamSTEPPS® strategies into undergraduate education can be effective in increasing student knowledge and improving attitudes toward interdisciplinary teamwork.
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