Influence of Nursing Students’ Anxiety during Simulation Training on Personal Satisfaction of Simulation, Self-efficacy, Clinical Competence

Abstract

The purposes of this study were to identify nursing students' levels of anxiety in simulation based nursing education and to understand the relationship of anxiety and personal satisfaction of simulation, self-efficacy, and clinical competence during simulation. Methods: This study was a descriptive study with 84 senior nursing students at a private university in South Korea. Level of anxiety was measured with STAI (the State-Trait Anxiety Inventory) prior to the stimulation practice. After the debriefing, satisfaction scores were measured with SSE (Satisfaction with Simulation Experience scale), self-efficacy scores with the modified measurement developed by Roh and Park, and scores for clinical skills with a scale developed by the Korea Association of Cardiopulmonary Resuscitation. Results: Nursing students exhibited moderate to severe anxiety in simulation practice (Mean 49.51, SD 8.60). Self-efficacy was negatively correlated to anxiety (r=-.25, p=.022). Conclusion: Decreasing students' anxiety levels needs to be addressed to increase the self-efficacy of the simulation practice.

Debriefing Model for Psychological Safety in Nursing Simulations: A Qualitative Study

“…Although the number of participants in these two years was not the same, the difference may be because coping skills and clinical performance improve as the student progresses in the course, and their simulation experience increases. The high level of anxiety among junior students who had no clinical experience, and the positive correlation between clinical performance and anxiety during simulation are consistent with previous studies [28,29]. Therefore, it is necessary to provide basic information about a simulation scenario, even if the scenario is not disclosed for the purpose of learning.…”

Effects of Simulation-based Education Combined Team-based Learning on Self-directed Learning, Communication Skills, Nursing Performance Confidence and Team Efficacy in Nursing Students

“…Students' anxiety during simulation reduces self-efficacy and clinical performance [21]. Therefore, to promote team-efficacy, students were introduced to SP before the start of the simulation so that it allows for a high-fidelity simulator and for students to check the practice environment in advance to reduce the burden and anxiety of students.…”

Effects of Simulation Practicum Using Flipped Learning for Korean Nursing Students

“…The teaching and learning method, using simulations, allows learners to actively participate in learning in order to raise their nursing performance ability based on clinical field cases [ 6 , 7 , 8 ]. Further, simulation practicum contributes to the improvement of nursing students’ problem-solving ability, clinical performance, and knowledge, as well as some degree of learning satisfaction [ 6 , 7 , 9 ].…”

“…The teaching and learning method, using simulations, allows learners to actively participate in learning in order to raise their nursing performance ability based on clinical field cases [ 6 , 7 , 8 ]. Further, simulation practicum contributes to the improvement of nursing students’ problem-solving ability, clinical performance, and knowledge, as well as some degree of learning satisfaction [ 6 , 7 , 9 ]. However, the teaching and learning method, using simulations, is known to increase stress because of the tension and anxiety of actual situations, and it is reported that it causes fears of making mistakes and decreases the self-efficacy and learning satisfaction of nursing students [ 5 , 6 , 10 ].…”

“…Further, simulation practicum contributes to the improvement of nursing students’ problem-solving ability, clinical performance, and knowledge, as well as some degree of learning satisfaction [ 6 , 7 , 9 ]. However, the teaching and learning method, using simulations, is known to increase stress because of the tension and anxiety of actual situations, and it is reported that it causes fears of making mistakes and decreases the self-efficacy and learning satisfaction of nursing students [ 5 , 6 , 10 ]. The use of simulations as a teaching and learning method has become part of the learning strategy, even though there are limitations to the problem-solving process and the development of the clinical practice application ability of nursing students.…”