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Effects of a simulation-based integrated practice program for senior nursing students

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Background: This study aimed to develop and investigate the effectiveness of a simulation-based integrated practice program for senior nursing students. Methods: An experimental study was conducted using a pretest-posttest-follow-up design to evaluate the effects of a practicum from March to December 2021. The participants in the program (n=59) received a 60-hour basic simulation practicum. The outcome measures included clinical competency, critical thinking disposition, self-efficacy, team psychological safety, and teamwork. The effect of the simulation-based integrated practice program was analyzed by repeated-measures ANOVA using SPSS 25.0. Results: After the program, there were significant improvements in clinical competency (p<.001), critical thinking disposition (p<.001), self-efficacy (p<.001), and team psychological safety (p<.001), and this effect was maintained until follow-up. Meanwhile, teamwork significantly increased from pre- to post-test after program but with no lasting effect (p<.001). Conclusion: The simulation-based integrated practice program effectively improved nontechnical (team psychological safety and teamwork) and technical (clinical competency, critical thinking disposition, and self-efficacy) skills. Therefore, simulation-based educational strategies should be actively applied to improve competencies in safer practice environments for senior nursing students preparing for professional nursing.

Abstract

Background: This study aimed to develop and investigate the effectiveness of a simulation-based integrated practice program for senior nursing students. Methods: An experimental study was conducted using a pretest-posttest-follow-up design to evaluate the effects of a practicum from March to December 2021. The participants in the program (n=59) received a 60-hour basic simulation practicum. The outcome measures included clinical competency, critical thinking disposition, self-efficacy, team psychological safety, and teamwork. The effect of the simulation-based integrated practice program was analyzed by repeated-measures ANOVA using SPSS 25.0. Results: After the program, there were significant improvements in clinical competency (p<.001), critical thinking disposition (p<.001), self-efficacy (p<.001), and team psychological safety (p<.001), and this effect was maintained until follow-up. Meanwhile, teamwork significantly increased from pre- to post-test after program but with no lasting effect (p<.001). Conclusion: The simulation-based integrated practice program effectively improved nontechnical (team psychological safety and teamwork) and technical (clinical competency, critical thinking disposition, and self-efficacy) skills. Therefore, simulation-based educational strategies should be actively applied to improve competencies in safer practice environments for senior nursing students preparing for professional nursing.

참고문헌 (30)

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