Comparing student clinical self-efficacy and team process outcomes for a DEU, blended, and traditional clinical setting: A quasi-experimental research study

Plemmons, Christina; Clark, Michele C.; Du, Feng

doi:10.1016/j.nedt.2017.12.029

Cited by 19 publications

(19 citation statements)

References 22 publications

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“…Students working in the studied DEU model demonstrated a statistically significant increase in self-efficacy scores post clinical education compared to students in the traditional clinical education model. This is consistent with the findings of Plemmons et al (2018), who also found that, of the 272 students in their quasi-experimental study, students participating in the DEU clinical education model had larger statistically significant increases in clinical self-efficacy compared to students in the traditional clinical education model.…”

Section: Partnership or Collaborative Modelssupporting

confidence: 89%

Clinical Education in Nursing: Current Practices and Trends

Oermann¹,

Shellenbarger²

2020

Clinical Education for the Health Professions

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Section: Partnership or Collaborative Modelssupporting

confidence: 89%

Clinical Education in Nursing: Current Practices and Trends

Oermann¹,

Shellenbarger²

2020

Clinical Education for the Health Professions

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“…The incorporation of instructional methods in a didactic environment is essential to improve the efficacy of the learning process. From this perspective, simulation is an educational methodology ideally suited to acquiring experience in low-risk training environments [1][2][3][4]. In particular, medical simulation enables immersion in interactive scenarios that reproduces essential aspects of the real world [2,5].…”

Section: Introductionmentioning

confidence: 99%

Effect of Psychophysiological Stress and Socio-Emotional Competencies on the Clinical Performance of Nursing Students during a Simulation Practice

Mauriz

Caloca-Amber

Córdoba-Murga

et al. 2021

IJERPH

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Psychophysiological stress can affect the cognitive response and effective learning of students during medical simulation practices. This study aimed to explore the effect of psychophysiological stress and socio-emotional competencies on clinical performance during a simulation experience. A pre-test/post-test design was used to assess physiological (blood pressure, heart rate and blood oxygen saturation) and psychological parameters (stress and anxiety) as well as socio-emotional skills (cognitive load, self-efficacy and motivation) in nursing students (n = 40) before and after the simulation of a cardiopulmonary resuscitation practice. Physiological responses showed statistically significant differences between pre-test and post-test conditions for blood pressure and heart rate (p < 0.0001). Moderate and significant correlations were also observed when comparing self-efficacy with stress (r = −0.445, p = 0.004), anxiety (r = −0.467, p = 0.002) and motivation (r = −0.406, p = 0.009) measures. Similarly, cognitive-load dimensions were significantly associated with either physiological (r = −0.335, p = 0.034) or psychological (r = −0.448, p = 0.004) indicators. The analysis of multiple regression models revealed a relationship between the effectiveness of the simulated experience, post-test blood oxygen saturation, heart rate, workload and self-efficacy (R2 = 0.490; F (3, 39) = 8.305; p < 0.0001; d = 1.663). Therefore, the evaluation of psychophysiological parameters and socio-emotional skills seems to provide a promising framework for predicting the quality of simulated clinical practices.

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“…The T-TAQ has been validated by Baker et al [20] and can be used to understand the effects of team training, as it is administrated before and after the training. The questionnaire has been used in several studies evaluating team training with undergraduate students from various disciplines [21][22][23], with nursing students [24,25] and with individuals continuing interprofessional education [18,26,27]. There are few tools based on a theoretical framework measuring teamwork attitudes available in Sweden and we judged the T-TAQ to fit in the context of a Swedish health care system, since the concepts and content used in the questionnaire are in agreement with Swedish terminology.…”

Section: Introductionmentioning

confidence: 99%

The Swedish version of the TeamSTEPPS® teamwork attitudes questionnaire (T-TAQ): A validation study

Hall‐Lord

Bååth

Ballangrud

et al. 2021

BMC Health Serv Res

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Background Effective teamwork is essential for delivering safe health care. It is important to increase patient safety in healthcare by conducting interprofessional team training with both healthcare professionals and undergraduate students. Validated questionnaires that evaluate team training activities contribute to valuable knowledge regarding changes in attitudes toward teamwork. The aim of the study was to test the reliability and structural validity of the Swedish version of the TeamSTEPPS® Teamwork Attitudes Questionnaire (T-TAQ). Methods The study had a cross-sectional design. Four hospitals in three health care regions in Sweden participated in the study. In total, 458 healthcare professionals, response rate 39.4%, completed the questionnaire. The T-TAQ, which consists of 30 items and covers five dimensions (Team Structure, Leadership, Situation Monitoring, Mutual Support and Communication), was translated to Swedish. A paper version of the T-TAQ was distributed to healthcare professionals (physicians, registered nurses, midwives, nursing assistants and allied health professionals) from the hospitals. Reliability and validity were tested using Cronbach’s alpha and confirmatory factor analysis. Results Cronbach’s alpha was 0.70 for the total T-TAQ and ranged from 0.41 to 0.87 for the individual dimensions. The goodness-of-fit indexes in the confirmatory factor analysis (Model 2) revealed a normed chi-square of 2.96, a root mean square error of approximation of 0.068, a Tucker-Lewis index of 0.785 and a comparative fit index of 0.808. Conclusions The Swedish version of the T-TAQ has some potential to measure healthcare professionals’ general attitudes toward the core components of teamwork in hospital settings. Further validation studies of the Swedish version of the T-TAQ are required, with samples representing both healthcare professionals and students from various healthcare disciplines and educational levels.

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Comparing student clinical self-efficacy and team process outcomes for a DEU, blended, and traditional clinical setting: A quasi-experimental research study

Cited by 19 publications

References 22 publications

Clinical Education in Nursing: Current Practices and Trends

Clinical Education in Nursing: Current Practices and Trends

Effect of Psychophysiological Stress and Socio-Emotional Competencies on the Clinical Performance of Nursing Students during a Simulation Practice

The Swedish version of the TeamSTEPPS® teamwork attitudes questionnaire (T-TAQ): A validation study

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