Role of peer learning and self‐efficacy in parasympathetic activity during the simulation learning process in nursing students

Abstract

Simulations using high-fidelity mannequins have recently been recommended as an interactive learning method. However, it has been suggested that more effective learning requires a focus on peer learning, stress control and self-efficacy.Nursing students who participate in educational programmes that use high-performance simulators and virtual simulations can improve their critical thinking and clinical decision-making skills (Hallin et al., 2016;Padilha et al., 2019).Peer learning, on the contrary, is an educational process in which groups of students of the same age or with the same level of experience learn from each other. Compared with traditional supervision, peer learning is a useful way to significantly improve the self-efficacy of nursing students (Pålsson et al., 2017).In recent years, there has been a growing search for effective teaching methods that focus on general self-efficacy. Self-efficacy is defined as a belief in the opportunity of achieving an intended goal in a particular living situation (