Effectiveness of Simulation Integrated with Problem Based Learning on Clinical Competency and Self-efficacy in Nursing Students.

이미진,; 안영미,; 조인숙,; 손민,

doi:10.4094/chnr.2014.20.2.123

Cited by 11 publications

(7 citation statements)

References 21 publications

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“…In this study, we found that the neonatal nursing practice program was also effective for improving students' self-efficacy, as general self-efficacy, academic self-efficacy, and social self-efficacy all improved after the program. Self-efficacy is formed by actual or indirect experiences, praise, and encouragement, and is influenced by observing the success of someone similar to oneself [23]. In this study, students' self-efficacy was formed by the experience of performing neonatal physical assessments and basic nursing skills on dummy infants, and it was improved by getting compliments on what they did well during the debriefing, as well as by observing the successful practice of other students if the students had any elements that were lacking.…”

Section: Discussionmentioning

confidence: 99%

Effects of a Neonatal Nursing Practice Program on Students’ Stress, Self-efficacy, and Confidence

Yunsoo¹,

Park²,

Hong³

et al. 2018

Child Health Nurs Res

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The purpose of this study was to examine the effects of a neonatal nursing practice program for nursing students on students' stress, self-efficacy, and confidence. Methods: A 1-group pre-and post-study design was used. The participants consisted of 64 nursing students who were in a pediatric nursing clinical practicum at a nursing college in Seoul from September 2015 to May 2016. The program consisted of 3 stages-orientation, practice, and debriefing-and was conducted for 3 hours during a 2-week period of the pediatric nursing clinical practicum. The dependent variables were neonatal nursing practice stress, self-efficacy, and confidence. Data were analyzed using the paired t-test, the Pearson correlation coefficient, the x 2 test, and descriptive statistics with SPSS for Windows version 22.0. Results: The neonatal nursing practice program was effective at decreasing clinical practice-related stress and increasing confidence and self-efficacy regarding neonatal nursing practice. Conclusion: The neonatal nursing practice program may effectively promote the integration of theoretical knowledge and practice. In the future, we propose to develop various educational programs that reinforce basic nursing skills for neonates as part of an effective pediatric nursing clinical practicum.

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Section: Discussionmentioning

confidence: 99%

Effects of a Neonatal Nursing Practice Program on Students’ Stress, Self-efficacy, and Confidence

Yunsoo¹,

Park²,

Hong³

et al. 2018

Child Health Nurs Res

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“…To determine the nursing students' perceived self-efficacy in relation to the nursing process of treating patients with cardiac arrest, as well as completing basic CPR and defibrillation, the research team amended and adapted the evaluation tool for nursing process application presented by Kim et al, 33 the self-efficacy tool for nursing students developed by Lee et al, 34 and the standard evaluation items on basic CPR and defibrillation developed by KABONE. 23 The suitability of the items and validity of the content were verified by two professors of basic nursing and two professors of adult nursing.…”

Section: Measures Self-efficacymentioning

confidence: 99%

Effects of Blended Cardiopulmonary Resuscitation and Defibrillation E-learning on Nursing Students’ Self-efficacy, Problem Solving, and Psychomotor Skills

Park

Woo

Yoo

2016

CIN: Computers, Informatics, Nursing

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This study was conducted to identify the educational effects of a blended e-learning program for graduating nursing students on self-efficacy, problem solving, and psychomotor skills for core basic nursing skills. A one-group pretest/posttest quasi-experimental design was used with 79 nursing students in Korea. The subjects took a conventional 2-week lecture-based practical course, together with spending an average of 60 minutes at least twice a week during 2 weeks on the self-guided e-learning content for basic cardiopulmonary resuscitation and defibrillation using Mosby's Nursing Skills database. Self- and examiner-reported data were collected between September and November 2014 and analyzed using descriptive statistics, paired t test, and Pearson correlation. The results showed that subjects who received blended e-learning education had improved problem-solving abilities (t = 2.654) and self-efficacy for nursing practice related to cardiopulmonary resuscitation and defibrillation (t = 3.426). There was also an 80% to 90% rate of excellent postintervention performance for the majority of psychomotor skills, but the location of chest compressions, compression rate per minute, artificial respiration, and verification of patient outcome still showed low levels of performance. In conclusion, blended E-learning, which allows self-directed repetitive learning, may be more effective in enhancing nursing competencies than conventional practice education.

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“…Previous studies have reported on the positive effects of simulation education on nursing and other students' confidence, decision-making ability, communication skills and clinical judgment [2,13e15]; clinical knowledge and performance [16,17]; and self-efficacy or self-confidence, as well as ability to manage anxiety and stress [18]. Insofar as VR simulation is a new learning method, however, the literature around it is limited [5].…”

Section: Introductionmentioning

confidence: 99%

Effects of Virtual Reality Simulation Program Regarding High-risk Neonatal Infection Control on Nursing Students

Yang

et al. 2021

Asian Nursing Research

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Virtual reality simulation can give nursing students a safe clinical experience involving highrisk infants where access to neonatal intensive care units is limited. This study aimed to examine the effects of a virtual reality simulation program on Korean nursing students' knowledge, performance selfefficacy and learner satisfaction. Methods: A nonequivalent control group design was applied. Senior nursing students were divided into an experimental group (n ¼ 25) experiencing virtual reality simulation and routine neonatal intensive care unit practice and a control group (n ¼ 25) having routine neonatal intensive care unit practice. The program consisted of three scenarios: basic care, feeding management and skin care and environmental management for prevention of neonatal infection. The total execution time for the three scenarios was 40 minutes. The simulation created immersive virtual reality experiences using a head-mounted display with hand-tracking technology. Data were collected from December 9, 2019, to January 17, 2020, and were analyzed using descriptive statistics and the t-test, paired t-tests, Mann-Whitney test and Wilcoxon signed-ranks test. Results: Compared to the control group, the experimental group showed significantly greater improvements in high-risk neonatal infection control performance self-efficacy (t ¼ À2.16, p ¼ .018) and learner satisfaction (t ¼ À5.59, p < .001). Conclusion:The virtual reality simulation program can expand the nursing students' practice experience in safe virtual spaces and enhance their performance self-efficacy and learning satisfaction.

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Effectiveness of Simulation Integrated with Problem Based Learning on Clinical Competency and Self-efficacy in Nursing Students.

Cited by 11 publications

References 21 publications

Effects of a Neonatal Nursing Practice Program on Students’ Stress, Self-efficacy, and Confidence

Effects of a Neonatal Nursing Practice Program on Students’ Stress, Self-efficacy, and Confidence

Effects of Blended Cardiopulmonary Resuscitation and Defibrillation E-learning on Nursing Students’ Self-efficacy, Problem Solving, and Psychomotor Skills

Effects of Virtual Reality Simulation Program Regarding High-risk Neonatal Infection Control on Nursing Students

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