Promoting Self-confidence in Clinical Nursing Students

Lundberg, Karen M.

doi:10.1097/01.nne.0000299512.78270.d0

Cited by 105 publications

(90 citation statements)

References 18 publications

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“…This guide, intended to help students think about a clinical situation, was adapted for the simulation situation and used to promote reflective practice. Reflective practice is the process of reflecting upon one's experience to make sense of that experience; enhance his/her knowledge base, and thus expands on clinical judgment and self-confidence which will contribute to improved patient care and outcomes [2,5,[20][21].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Simulation: Pre-briefing Preparation, Clinical Judgment and Reflection. What is the Connection?

Sharoff¹

2015

J Contemp Med

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ABASTRACTObjectives: Assess efficacy of pre-briefing preparatory materials handed out prior to simulation lab and explore the connection between simulation, clinical judgment and reflective process. Methods:Triangulated evaluation study, utilizing Survey Monkey for three survey instrument data collection, designed to assess the efficacy of preparatory materials for undergraduate junior and senior nursing students and nurse educators while exploring the connection with clinical judgment and reflection. This study was conducted in the U.S.A.Results:Pre-briefing preparatory material for both students and instructors provided essential and adequate information for an effective and enhanced simulation learning experience. Students felt their ability to grasp the experience; understand the simulation situation; provide effective nursing actions; and reflect upon their experience was enhanced with the utilization of the pre-briefing preparatory material. Instructors felt more confident and prepared after reading the preparatory material.Conclusions:Pre-briefing preparatory material provides students with information necessary to allow them to fully engage during the simulation experience, while decreasing anxiety and promoting critical thinking, clinical reasoning, reflective practice and confidence. Providing instructors with pre-briefing preparatory material enhances their overall ability to effectively teach at a higher caliber while promoting professionalism and accuracy in patient care.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Simulation: Pre-briefing Preparation, Clinical Judgment and Reflection. What is the Connection?

Sharoff¹

2015

J Contemp Med

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“…Analysis of the simulation literature suggests that there is a dearth of empirical research focusing upon the efficacy of simulation. Critics of simulation emphasize the potential for simulation learning to be 'intimidating' and even 'fearsome' for some learners (Lasater, 2007;Lundberg, 2008), thus inhibiting their ability to learn in this environment. Questions have been raised about the transferability of simulation learning to practice (Haigh, 2007;Murray et al, 2008;Gordon et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Learning nursing through simulation: A case study approach towards an expansive model of learning

Berragan¹

2014

Nurse Education Today

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“…With additional education comes self-confidence and comfort in the clinical setting when applying knowledge. [32] Future research with a broader sample is needed for a more comprehensive understanding of current nursing students' perceived genetic knowledge base. Nurses can make distinctive contributions to genetics/genomics knowledge and complement other healthcare practitioners to advance the health and well-being of the global population.…”

Section: Discussionmentioning

confidence: 99%

Perceived genetic knowledge among pre-licensure undergraduate nursing students

Sharoff

2016

JNEP

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Objective: This study assessed the perceived retention of genetic knowledge of pre-licensure undergraduate nursing students who received a stand-alone genetics course. Methods: Design: Two analyses of total score were of interest: 1) Assessment of retention of knowledge of education group at sophomore level [n = 62; 2013], junior level [n = 60; 2014] and senior level [n = 42; in 2015] and 2) Comparison of the education group [n = 62] to a control group who learned genetic content that was woven into their clinical courses [n = 74]. Methods: Data were analysed using analysis of variance (ANOVA), as the total scores were approximately normally distributed. p-values less than or equal to alpha = 0.05 were considered statistically significant. Some subjects in the assessment of retention knowledge over time remain the same. Results: The education group had a statistically significantly higher total score than the control group: mean ± standard deviation = 70.1 ± 13.8 vs. 54.2 ± 19.6, respectively for education and control groups; p-value < .001. Although education clearly had an impact on total score, the perceived knowledge was not retained over the years: average total scores of 70.1 in 2013 to 67.2 in 2014 and 61.6 in 2015; p-value = .006. Conclusions: Education has a significant effect on perceived knowledge, yet maintaining that knowledge base requires reiteration of the content through-out the curriculum. Clinical Relevance: Nurse educators' need to be able to integrate genetic/genomic competencies into nursing curricula and reinforce the content to ensure nursing students are able to retain and utilize this knowledge when in practice.

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Promoting Self-confidence in Clinical Nursing Students

Cited by 105 publications

References 18 publications

Simulation: Pre-briefing Preparation, Clinical Judgment and Reflection. What is the Connection?

Simulation: Pre-briefing Preparation, Clinical Judgment and Reflection. What is the Connection?

Learning nursing through simulation: A case study approach towards an expansive model of learning

Perceived genetic knowledge among pre-licensure undergraduate nursing students

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