Examining Self-Efficacy and Self-Esteem in Healthcare Students Participating in an Interprofessional Critical Care Simulation

Abstract

BACKGROUND: Interprofessional education (IPE) is becoming increasingly encouraged in healthcare. However, a lack of consensus exists in how IPE should be provided. The research at hand examines changes in self-efficacy and self-esteem in 132 nursing, dietetic, physician assistant, and social work students when participating in a critical care simulation. The simulation focused on a septic patient requiring cardiopulmonary resuscitation.METHOD: This quantitative, repeated measures and correlational study utilized the Generalized Self-Efficacy Scale and Rosenberg Self-Esteem Scale to examine a possible relationship between self-efficacy and self-esteem. In addition, exploration of changes in self-efficacy and self-esteem after participating in the cardiopulmonary simulation was conducted.RESULTS: There was a statistically significant medium, positive correlational relationship between self-efficacy and self-esteem in healthcare students participating in a cardiopulmonary resuscitation simulation (p<0.001). Healthcare students did not experience statistically significant gains in self-efficacy and self-esteem (p>0.05). During debriefing, students expressed experiencing role confusion when working with each other.CONCLUSION: More IPE experiences, including in mock code simulations, is necessary to enhance communication, collaboration, and prevent role confusion.HIGHLIGHTS:More interprofessional education is necessary to prevent role confusionSelf-efficacy and self-esteem have a positive correlation in IPE critical care simulationHealthcare students did not have significant gains in self-efficacy and self-esteem

Evaluation of an immersive simulation programme for mental health clinicians to address aggression, violence, and clinical deterioration

“…With MET simulation education shown to increase self‐efficacy in performing both clinical skills and non‐technical skills (Allen et al . 2018; Kelly et al . 2014; McGarry et al .…”

“…Immersive simulation has been effectively used for many years to teach clinicians attending a medical emergency (Allen et al . 2018; Kelly et al . 2014; McGarry et al .…”

“…The crisis resource management methodology was also used, this is a team training method that teaches teamwork concepts such as assessment, role responsibility, assertiveness, effective communication, support, and resource management so that healthcare professionals are better prepared for emergencies and able to avoid errors that can occur under pressure (Allen et al . 2018; Allison et al . 2017; Boet et al .…”

“…Immersive high fidelity simulation education is a firmly established training modality for MET training, where it enables clinicians to practice and refine their crisis resource management skills in a safe learning environment (Allen et al . 2018; Kelly et al . 2014; McGarry et al .…”

“…Many research findings show that higher levels of self‐efficacy can positively enhance communication, resuscitation skills, collaboration and influence clinical performance (Allen et al . 2018; Buckley & Gordon 2011; Chang et al . 2010; Egenberg et al .…”