Effect of Multiple-Patient Simulation on Baccalaureate Nursing Students' Anxiety and Self-confidence

Abstract

Background: Multiple-patient simulation (MPS) allows nursing students to develop leadership skills. Limited research examining student outcomes following MPS exists. Purpose: This pilot study investigated the impact of MPS on (1) anxiety with transition to practice, (2) anxiety with clinical decision-making, (3) self-confidence with clinical decision-making, and (4) perceptions about MPS as a learning strategy. Methods: Twenty-two senior baccalaureate nursing students participated in this 2-group mixed-methods study. Data were collected before and after a leadership course using the State-Trait Anxiety Inventory, Nursing Anxiety and Self-Confidence with Clinical Decision-Making Scale, and a researcher-developed perceptions survey. Results: Self-confidence with clinical decision-making significantly increased for all participants regardless of group assignment. Anxiety and anxiety with clinical decision-making decreased without significant changes. No significant differences were found between groups. Qualitative findings yielded 3 themes: preparation for clinical practice, overcoming anxiety, and confidence. Conclusion: Research investigating additional student outcomes after MPS with larger, more diverse samples is needed.

Clinical decision making: validation of the nursing anxiety and self-confidence with clinical decision making scale (NASC-CDM ©) into Spanish and comparative cross-sectional study in nursing students

“…Therefore, its potential for educational purposes in both academic and clinical settings as a scale for measuring the enhancement of clinical decision-making skills is acknowledged. Several studies [ 33 – 35 ] suggest the effectiveness of in-person or virtual simulation in enhancing skills related to self-confidence in clinical decision-making, situational awareness, and communication effectiveness among students. Comparing the outcomes of this study with others utilizing the NASC-CDM© scale to gauge self-confidence and anxiety [ 33 , 36 ], it was noted that self-confidence levels increase with diverse teaching strategies, while anxiety levels are not negatively impacted.…”