Nursing students' perceptions on the use of clinical simulation in psychiatric and mental health nursing by means of objective structured clinical examination (OSCE)

García‐Mayor, Silvia; Quemada, Casta; León‐Campos, Álvaro; Kaknani‐Uttumchandani, Shakira; Gutiérrez-Rodríguez, Laura; Carmona-Segovia, Ada del Mar; Martí‐García, Celia

doi:10.1016/j.nedt.2021.104866

Cited by 18 publications

(15 citation statements)

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“…The findings of the current study were consistent with other research studies: García-Mayora et al (2021), Verkuyl and Hughes (2019), and Kirkpatrick et al (2017) which showed the overall satisfaction among nursing students after their human patient simulation experience. In addition, the following studies: King (2012) and Burns et al (2010) confirmed the findings of the current study about students’ gaining self-confidence after the simulation experience.…”

Section: Discussionsupporting

confidence: 91%

Nursing Students’ Satisfaction and Self-Confidence Levels After Their Simulation Experience

Alharbi

2022

SAGE Open Nursing

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Background Nursing students should be well prepared before going to clinical setting as they provide direct care to patient. Simulation gives the learners the opportunity to be active learners who practice, train, and give a reflection on a specific experience. Objective To obtain an understanding of the human patient simulation experience and nursing students’ perceptions of satisfaction and self-confidence. Method Cross-sectional, descriptive design was undertaken. Using purposive sampling, 273 nursing students were enrolled in basic adult nursing courses at levels four and five at female nursing college at King Saud University, Riyadh, Saudi Arabia. A questionnaire was used to measure the demographic characteristics, simulation design characteristics, and simulation educational practice context. Student Satisfaction and Self-confidence in Learning Scale was used to measure students’ satisfaction and self-confidence. Bivariate analyses were utilized where needed and multiple linear regression analysis was performed to find the relationship between variables. Results The current study revealed overall, nursing students were satisfied and self-confident after their human patient simulation experience. A relationship was observed between demographic characteristics, simulation design characteristics, and simulation educational practice context with students’ satisfaction and self-confidence. Conclusion Simulation is an effective teaching strategy that prepares nursing students for real clinical practice. Findings provided policymakers with information on nursing students’ current levels of satisfaction and self-confidence that can lead to developing future policies.

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Section: Discussionsupporting

confidence: 91%

Nursing Students’ Satisfaction and Self-Confidence Levels After Their Simulation Experience

Alharbi

2022

SAGE Open Nursing

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“…El nerviosismo es un elemento frecuente en estudios que tratan las temáticas de la ansiedad y estrés ante exámenes tanto en carreras de salud como en otras carreras universitarias (30) , que pueden vincularse a factores como la edad o el género. Pareciera que el hecho de saber que están siendo observados fuera motivo de estrés o ansiedad, lo que podría impactar en el aprendizaje en el área de la enfermería, ya que no se disfruta la experiencia de la misma forma que sin estas sensaciones (31) . En enfermería, el estrés se ha asociado a otros factores como estado civil, año cursado, hijos, situación de empleo, si se autofinancia la carrera, ingresos, práctica de actividad física, entre otros (32) .…”

Section: Discussionunclassified

Factores Facilitadores Y Obstaculizadores Del Aprendizaje a Través De La Simulación

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Calisto-Alegría

2023

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Objetivo: Identificar los factores que facilitan y dificultan el aprendizaje a través de la simulación y el ECOE, desde la perspectiva de los estudiantes y los docentes en la carrera Técnico en Enfermería de Nivel Superior. Material y Método: Estudio cualitativo con diseño fenomenológico, donde se aplicó encuesta en línea y se desarrollaron entrevistas semiestructuradas y grupos focales. El muestreo fue no probabilístico por conveniencia y participaron diez estudiantes y diez profesores pertenecientes a la carrera en una universidad privada en la ciudad de Santiago (Chile). Para llevar a cabo el proceso de análisis, codificación y clasificación de los datos, se utilizó el software de análisis NVivo. Se consideraron los principios y responsabilidades de la Declaración de Singapur sobre Integridad en la Investigación. Resultados: Los elementos favorecedores para las habilidades procedimentales son la metodología; la práctica y repetición; los profesores; los insumos y materiales y la motivación. Los elementos obstaculizadores fueron el nerviosismo, la falta de insumos y el tiempo escaso. Las limitaciones se dieron por el contexto sanitario, que implicó recoger información a distancia. Conclusiones: Se identificaron aspectos favorecedores y obstaculizadores para el logro de las habilidades procedimentales en la formación de técnicos en enfermería. Estos resultados pueden ser considerados insumos para realizar propuestas de diseño curricular que aborden aspectos didácticos, metodológicos y humanos.

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“…It is seen as a difficult process involving the integration of cognitive, emotional, and psychomotor abilities [7]. Students' groundwork for accessing the clinical setting for their exposure is a vital factor affecting the teaching-learning process and quality of clinical education [8]. Clinical education confirms that students receive information and skills related to patient care.…”

Section: Introductionmentioning

confidence: 99%

Perception and Experiences of Undergraduate Nursing Students on Clinical Learning Environment in a Public University

et al. 2022

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Background: Clinical learning is viewed as a fundamental and essential part of nursing education. Clinical training offers chances to use the theoretical knowledge in practice, raise problem-solving and executive skills, learn time management, collaborate with others, and develop professionalism. Objective: This study intended to reveal the perceptions and experiences of the clinical learning environment of undergraduate nursing students and the influencing factors of the clinical learning process. Methodology: A mixed-method approach comprising qualitative, exploratory, and phenomenological research design was used. Nonprobability purposive sampling technique was applied to select the sample. Data were collected by mixed methods of inquiries of 14 in-depth interviews, 4 focus group discussions, and clinical observations from third- and fourth-year bachelor of nursing students. A content analysis approach was used to analyze the collected contents. Results: The study identified seven factors influencing nursing students’ clinical learning experience. An expert clinical instructor, supportive role of clinical nurses, reliable communication and relationship, job description, theory-practice integration, availability of resources, and social and psychological factors are essential for effective clinical learning. Conclusion: Nursing students face many challenges in the clinical learning environment. For effective clinical learning, the seven identified factors are recommended to consider while designing clinical learning instruments for the students.

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Nursing students' perceptions on the use of clinical simulation in psychiatric and mental health nursing by means of objective structured clinical examination (OSCE)

Cited by 18 publications

References 29 publications

Nursing Students’ Satisfaction and Self-Confidence Levels After Their Simulation Experience

Nursing Students’ Satisfaction and Self-Confidence Levels After Their Simulation Experience

Factores Facilitadores Y Obstaculizadores Del Aprendizaje a Través De La Simulación

Perception and Experiences of Undergraduate Nursing Students on Clinical Learning Environment in a Public University

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