Effect of structured pre-simulation preparation and briefing on student’s self-confidence, clinical judgment, and clinical decision-making in simulation

Effectiveness of neonatal emergency nursing education through simulation training: Flipped learning based on Tanner’s Clinical Judgement Model

“…In a previous study, when pre‐simulation briefing based on Tanner's clinical judgement model was provided instead of the general pre‐simulation briefing, confidence in nursing performance increased (Tyerman et al., 2016). In another previous study, where structured pre‐simulation briefing was provided, nursing students’ self‐confidence increased more after general pre‐simulation briefing (Kim et al., 2017, 2019). The International Nursing Association for Clinical Simulation and Learning (INACSL) clarified essential components of the pre‐simulation briefing, namely, providing simulation background, discussing expectations about simulation, providing enough student preparation time and logical details about in‐simulation situations and informed evaluation methods such as rubrics and evaluation tools (The INACSL Standards Committee, 2016; Leigh & Steuben, 2018).…”

“…In a previous study, when pre-simulation briefing based on Tanner's clinical judgement model was provided instead of the general pre-simulation briefing, confidence in nursing performance increased (Tyerman et al, 2016). In another previous study, where structured pre-simulation briefing was provided, nursing students' self-confidence increased more after general pre-simulation briefing (Kim et al, 2017(Kim et al, , 2019 Leigh & Steuben, 2018). Previous research (Gray et al, 2017) mentioned that novice students had a lack of confidence about simulation caused by the lack of understanding the scenario and what to do.…”

“…Previous research (Gray et al., 2017) mentioned that novice students had a lack of confidence about simulation caused by the lack of understanding the scenario and what to do. Thus, providing more specific and detailed orientation and information will make students feel adequately prepared and more confident for problem‐solving and clinical decision‐making (Kim et al., 2019). Moreover, flipped learning using online materials in a clinical practice showed greater improvement of nursing confidence than traditional learning (Lee & Park, 2018).…”

Health Assets, Vocation and Zest for Healthcare Work. A Salutogenic Approach to Active Coping among Certified Nursing Assistant Students

“…The findings sustain partial aspects of this postulate. One research focused on undergraduate nursing education emphasized the importance of the role of some personal HA as self-efficacy, emotional intelligence and develop nursing professionalism as inherent aspects to be included in educational strategies for these healthcare students [57]. Mayer and Boness [58] suggested that educational contexts can play a crucial role in creating consistency and a safe and respectful learning environment that promotes social support and enhances SOC.…”

“…Then, the commitment seems to point towards the convenience for a decisive introduction of salutogenic orientation in nursing curricula. However, this academic engagement should probably be extended to the rest of health sciences' disciplines as a core component of the study plans [57]. In addition, asset-based interventions must also be implemented in educative programs (as well as in continuing education) and the challenge goes through advocating for teachers being specially trained in salutogenic approaches.…”