Examining the effect of simulation based learning on self-efficacy and performance of first-year nursing students

Karabacak, Ükke; Ünver, Vesile; Uğur, Esra; Kocatepe, Vildan; Ocaktan, Nermin; Ateş, Elif; Uslu, Yasemin

doi:10.1016/j.nepr.2019.03.012

Cited by 33 publications

(20 citation statements)

References 25 publications

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“…When a trainee self-assesses his or her level of competency in simulation-based training experiences, the result is a highly reliable and valid educational outcome [23]. Our findings underscore the importance of providing multiple opportunities for self-reflection using guided video reflection and checklists for objective selfassessment in the clinical lactation field [23,32,33].…”

Section: Discussionmentioning

confidence: 71%

Midwifery students better approximate their self-efficacy in clinical lactation after reflecting in and on their performance in the LactSim OSCE

et al. 2020

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Background Midwives are expected to support women with lactation initiation and maintenance. Midwifery students engaged in a simulation-based exercise (LactSim OSCE) where they role-played the clinician and the breastfeeding patient by wearing a high-fidelity breast model. We provided participants opportunities for reflecting in and on practice to compare their perceived self-confidence in clinical lactation skills to actual clinical performance. We also describe feasibility of implementing the LactSim OSCE with an emphasis on preparation and time spent on tasks during the OSCE. Methods Audio-video recordings from the LactSim OSCE were viewed and assessed using a technical skills checklist by an independent rater and by the study participants as part of the self-reflection. Mixed data on participants’ self-efficacy in clinical lactation, experience with the LactSim OSCE, and self-assessment of clinical performance were collected in survey instruments and a focus group. Time spent on each component and clinical lactation skill during the LactSim OSCE was documented. Results Immediately following the LactSim OSCE, participants’ confidence in clinical lactation was high (5.7/7), but after a guided video reflection exercise, their self-efficacy was 4.4/7. Participants spent approximately 2 of the allotted 10 min per case scenario discussing the OSCE logistics due to inadequate preparation. Participants spent approximately 2 min of the total encounter performing hands-on clinical lactation skills by touching, looking at, or using the high-fidelity breast model worn by their peer. Conclusion We described the development and evaluation of the first simulated experience in clinical lactation with all three components of fidelity: conceptual, psychological, and physical. Multiple opportunities for reflecting on performance allowed the nurse-midwifery students to evaluate their competence in decision-making, technical, and counseling skills which resulted in a more realistic approximation of their perceived self-confidence in breastfeeding skills. Another innovation of this pilot work is the documentation of how long a learner spends on various tasks relevant to lactation support in a simulated encounter. Our findings highlight the importance of providing multiple opportunities for self-reflection using guided video reflection and checklists for objective self-assessment in the clinical lactation field.

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Section: Discussionmentioning

confidence: 71%

Midwifery students better approximate their self-efficacy in clinical lactation after reflecting in and on their performance in the LactSim OSCE

et al. 2020

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“…The random effect size (d) for individual studies dispersed to small (d ≤ 2, n = 5, 20.8%), medium (d = 0.2-0.5, n = 4, 16.7%), and large (d ≥ 0.8 and above, n = 15, 62.5%). Moreover, 5 studies 26,[33][34][35]37 effect size showed statistically insignificant results during analysis (Figure 2; forest plot). This metaanalysis result is consistent with the original report by individual articles about the effect of simulation on skill performance.…”

Section: Results Of Individual Studiesmentioning

confidence: 96%

“…Initially, 4 individual studies 26,33,35,37 over a participant's skill performance. At the same time, the meta-analysis also confirmed this by reporting a statistically insignificant effect size for those studies.…”

Section: Results Of Individual Studiesmentioning

confidence: 99%

Effect of simulation-based teaching on nursing skill performance: a systematic review and meta-analysis

Asegid

Assefa

2021

Frontiers of Nursing

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Objective To summarize and produce aggregated evidence on the effect of simulation-based teaching on skill performance in the nursing profession. Simulation is an active learning strategy involving the use of various resources to assimilate the real situation. It enables learners to improve their skills and knowledge in a coordinated environment. Methods Systematic literature search of original research articles was carried out through Google Scholar, Medline, and Cochrane Cumulative Index to Nursing and Allied Health Literature (CINAHL) databases. Studies conducted on simulation-based teaching and skill performance among nursing students or clinical nursing staff from 2010 to 2019, and published in the English language, were included in this study. Methodological quality was assessed by Joanna Briggs Institute, and the risk of bias was also assessed by Cochrane risk of bias and the risk of bias assessment tool for non-randomized studies (ROBINS-I) checklists. Results Initially, 638 titles were obtained from 3 sources, and 24 original studies with 2209 study participants were taken for the final analysis. Of the total studies, 14 (58.3%) used single group prep post design, 7 (29.1%) used high fidelity simulator (HFS), and 7 (29.1%) used a virtual simulator (VS). Twenty (83.3%) studies reported improved skill performance following simulation-based teaching. Simulation-based teaching improves skill performance among types of groups (single or double), study regions, high fidelity (HF), low fidelity (LF), and standard patient (SP) users. But the effect over virtual and medium fidelity simulators was not statistically significant. Overall, simulation-based teaching improves the skill performance score among the experimental group (d = 1.01, 95% confidence interval [CI] [0.69–1.33], Z = 6.18, P < 0.01, 93.9%). Significant heterogeneity and publication bias were observed during the pooled analysis. Conclusions Simulation did improve skill performance among the intervention groups, but the conclusion is uncertain due to the significant heterogeneity. The large extent of difference among original research has necessitated the development of well-defined assessment methods for skills and standardized simulation set-up for proper assessment of their effects.

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“…Os 18 estudos selecionados atenderam a todos os critérios de inclusão, responderam a questão e o objetivo da pesquisa, como apresenta o quadro 1. O uso de listas de verificação durante o treinamento de habilidades e atividades de cenário simulado é recomendado por que mostram coerência entre estudantes e avaliadores, examinam suas competências clínicas e de auto-avaliação, melhorando sua capacidade de identificar cuidados precisos e realizar abordagens eficazes preparando-os para situações clínicas reais (KARABACAK et al, 2019).…”

Section: Resultsunclassified

A Biomassa De Banana Verde No Combate a Obesidade E Ao Diabetes Mellitus Tipo Ii No Adulto

Costa¹,

Oliveira²,

Lima³

et al. 2021

Dinamismo E Clareza No Planejamento Em Ciências Da Saúde

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Direitos para esta edição cedidos à Atena Editora pelos autores. Todo o conteúdo deste livro está licenciado sob uma Licença de Atribuição Creative Commons. Atribuição-Não-Comercial-NãoDerivativos 4.0 Internacional (CC BY-NC-ND 4.0).O conteúdo dos artigos e seus dados em sua forma, correção e confiabilidade são de responsabilidade exclusiva dos autores, inclusive não representam necessariamente a posição oficial da Atena Editora. Permitido o download da obra e o compartilhamento desde que sejam atribuídos créditos aos autores, mas sem a possibilidade de alterá-la de nenhuma forma ou utilizá-la para fins comerciais.Todos os manuscritos foram previamente submetidos à avaliação cega pelos pares, membros do Conselho Editorial desta Editora, tendo sido aprovados para a publicação.A Atena Editora é comprometida em garantir a integridade editorial em todas as etapas do processo de publicação. Situações suspeitas de má conduta científica serão investigadas sob o mais alto padrão de rigor acadêmico e ético.

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Examining the effect of simulation based learning on self-efficacy and performance of first-year nursing students

Cited by 33 publications

References 25 publications

Midwifery students better approximate their self-efficacy in clinical lactation after reflecting in and on their performance in the LactSim OSCE

Midwifery students better approximate their self-efficacy in clinical lactation after reflecting in and on their performance in the LactSim OSCE

Effect of simulation-based teaching on nursing skill performance: a systematic review and meta-analysis

A Biomassa De Banana Verde No Combate a Obesidade E Ao Diabetes Mellitus Tipo Ii No Adulto

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