Student self-confidence with clinical nursing competencies in a high-dose simulation clinical teaching model

Abstract

Objective: This paper describes undergraduate nursing students' assessment of confidence in clinical practice within a model that uses a "high-dose" of clinical simulation to replace 50% of the traditional clinical experience hours in an upper division bachelor's degree program. We assessed changes in self-reported confidence between the middle and end of a two-year nursing curriculum. Design: Longitudinal design. We surveyed undergraduate nursing students to assess their perceived self-confidence in carrying out eight core competencies associated with generalist nursing practice with the Assessment of Nursing Education Scale (Robert Wood Johnson Foundation, 2009) at the mid-point (semester 2) and end of program (semester 4). Methods: Data were analyzed Generalized Linear models. To account for changes over time, we included program track (traditional BSN or 15-month accelerated second degree program) and gender (male/female) as co-variates in the models. Results: One hundred and twenty-two students completed the ANE at the two time points. Results for analysis of student confidence over time showed significant improvement on each of the eight domains of generalist nursing practice. There was no significant effect of gender or program type on student's perceived self-confidence. Conclusions: Overall significant improvement in students' self-assessed confidence from program mid-point to end-point lends support to the efficacy of a clinical teaching model that uses a high dose of simulation to substitute for traditional clinical hours.

Evaluating competence and confidence using simulation technology

“…Self-efficacy is an important factor in clinical development, and research has shown that an individual's confidence is a predictor of competent performance in new situations. 9 , 12 …”

“… 9 , 24 An individual's confidence can be enhanced with simulation training, which leads to increased knowledge and encourages critical thinking. 12 , 25 To promote self-efficacy, nursing educators should support small learning groups with individual feedback and provide multiple opportunities for students to engage in deliberate practice. 9 , 12 …”

“… 12 , 25 To promote self-efficacy, nursing educators should support small learning groups with individual feedback and provide multiple opportunities for students to engage in deliberate practice. 9 , 12 …”

Simülasyon Uygulamasının Kadın Sağlığı Ve Hastalıkları Hemşireliği Dersi Eğitimine Etkisine İlişkin Öğrenci Görüşlerinin Belirlenmesi

“…Literatürde öğrencilerin simülasyon eğitiminin kişilerarası iletişim becerileri üzerine olumlu etkileri bulunduğu rapor edilen çalışmalar bulunmaktadır. 17,24,25 Bizim çalışmamızda öğrencilerin yalnızca yarıya yakını iletişim becerileri üzerine olumlu etkisi olduğu görüşündedir. Lee ve Kim'in çalışmasında kadın sağlığı hemşireliği simülasyon eğitiminin öğrencilerin iletişim becerilerini geliştirmede etkili olduğu bildirilmiştir.…”

“…'nın çalışmasında ise simülasyon eğitiminin kişilerarası iletişim becerilerini ve işbirliğini artırdığı görülmüştür. 25 Simülasyon eğitimiyle öğrenciler klinik uygulama öncesi hastayla ve ekiple olan iletişim becerilerini her senaryoda öğretim elemanları gözetiminde geliştirmeye çalışmaktadır. Bu nedenle senaryolar eşliğinde simülasyon eğitiminde tekrarlı olarak yapılan iletişim provalarının öğrencilerin iletişim becerilerini geliştirdiği düşünülmektedir.…”