Comparing the Effects of Simulation-Based and Traditional Teaching Methods on the Critical Thinking Abilities and Self-Confidence of Nursing Students

Abstract

This study evaluated an innovative simulation-based teaching method for nurses. No significant differences in outcomes were identified between the simulator-based and traditional teaching methods, indicating that well-implemented educational programs that use either teaching method effectively promote critical thinking and self-confidence in nursing students. Nurse educators are encouraged to design educational plans with clear objectives to improve the critical thinking and self-confidence of their students. Future research should compare the effects of several teaching sessions using each method in a larger sample.

Purposeful Simulation Role Assignment

“…The results of this study support the use of simulation to increase the clinical reasoning ability of nursing students as the overall sample had a statistically significant increase in clinical reasoning. This is consistent with previous simulation research (Alamrani et al, 2018;Gibbs et al, 2014;. The results of this study also provide important information related to the role of simulation observers.…”

“…Both groups had a statistically significant increase in clinical reasoning scores. The difference in the clinical reasoning scores between the groups was not statistically significant (Alamrani, Alammar, Alqahtani, & Salem, 2018). The results of the study supported the use of simulation as being as effective as traditional methods in supporting clinical reasoning in students.…”

Eficácia da simulação na autoconfiança de estudantes de enfermagem para ressuscitação cardiopulmonar extra-hospitalar: um estudo quase experimental

“…As mudanças no modo de ensinar enfermagem na academia vêm reformulando a maneira com que experiências práticas são vivenciadas pelos estudantes [1]. Atualmente, os professores são incentivados a elaborar planos educacionais com objetivos claros voltados para melhorar o pensamento crítico e a autoconfiança de seus alunos [2]. Neste contexto, a autoconfiança é reconhecida como a capacidade que o indivíduo possui para, em um determinado ambiente, crer no sucesso de suas ações, por meio de suas próprias competências e habilidades psicomotoras, atitudinais e cognitivas [3].…”

Hemşi̇reli̇k Öğrenci̇leri̇ni̇n Kli̇ni̇k Karar Verme Süreci̇nde Özgüven Ve Anksi̇yete Düzeyleri̇ni̇n Beli̇rlenmesi̇: İki̇ Farkli Program Örneği̇

“…Bu eğitimde öğrenci hemşireler okulda aldıkları teorik bilgiyi klinik ortamda uygulama fırsatı bulmaktadırlar. Okulda alınan teorik bilgi ne kadar kapsamlı olsa da klinik ortama ilk adım attıklarında öğrencilerin büyük çoğunluğu anksiyete yaşamaktadırlar (22,27,32,38).…”