The relationships of nursing students’ satisfaction and self-confidence after a simulation-based course with their self-confidence while practicing on real patients in Vietnam
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Purpose: Simulation teaching refers to the replication of real-life scenarios, enabling students to practice nursing skills and learn actively in a safe environment. It also helps students control their anxiety and fears when caring for real patients. This study investigated the relationships of Vietnamese nursing students’ self-confidence in clinical practice with their satisfaction and self-confidence in simulation- based practice. Methods: This cross-sectional descriptive study included 182 nursing students. The data collection included 2 separate stages with 2 main questionnaires. The Student Satisfaction and Self-Confidence in Learning Scale was used to measure students’ satisfaction and self-confidence after learning in the simulation room. The Confidence Scale was used to measure students’ self-confidence when first performing techniques on actual patients. Data were analyzed by descriptive and Pearson correlation statistics. Results: Students’ satisfaction and self-confidence during the simulation course were quite high (mean±standard deviation [SD], 4.06±0.48 and 4.11±0.46 out of 5.0, respectively). In contrast, their confidence when first practicing on a patient was moderate (mean±SD, 3.19±0.62 out of 5.0). Students’ satisfaction showed moderate and weak positive correlations with self-confidence in pre-clinical practice and in clinical practice (r=0.33, P<0.001 and r=0.26, P<0.001, respectively). Conclusion: Simulation has become an effective teaching strategy that can help nursing students be well-prepared for clinical placements in Vietnam. An effective nursing education strategy is needed to enhance the satisfaction and self-confidence of nursing students in simulation and then in clinical practice to help achieve professional engagement and development.
Abstract
Purpose: Simulation teaching refers to the replication of real-life scenarios, enabling students to practice nursing skills and learn actively in a safe environment. It also helps students control their anxiety and fears when caring for real patients. This study investigated the relationships of Vietnamese nursing students’ self-confidence in clinical practice with their satisfaction and self-confidence in simulation- based practice. Methods: This cross-sectional descriptive study included 182 nursing students. The data collection included 2 separate stages with 2 main questionnaires. The Student Satisfaction and Self-Confidence in Learning Scale was used to measure students’ satisfaction and self-confidence after learning in the simulation room. The Confidence Scale was used to measure students’ self-confidence when first performing techniques on actual patients. Data were analyzed by descriptive and Pearson correlation statistics. Results: Students’ satisfaction and self-confidence during the simulation course were quite high (mean±standard deviation [SD], 4.06±0.48 and 4.11±0.46 out of 5.0, respectively). In contrast, their confidence when first practicing on a patient was moderate (mean±SD, 3.19±0.62 out of 5.0). Students’ satisfaction showed moderate and weak positive correlations with self-confidence in pre-clinical practice and in clinical practice (r=0.33, P<0.001 and r=0.26, P<0.001, respectively). Conclusion: Simulation has become an effective teaching strategy that can help nursing students be well-prepared for clinical placements in Vietnam. An effective nursing education strategy is needed to enhance the satisfaction and self-confidence of nursing students in simulation and then in clinical practice to help achieve professional engagement and development.
참고문헌 (13)
- Alfes CM, "Evaluating the use of simulation with beginning nursing students", J Nurs Educ, 50, pp.89~93 (2011)[DOI]
- Costa RR, "Satisfaction and self-confidence in the learning of nursing students : randomized clinical trial", Escola Anna Nery, 24, pp.e20190094~ (2019)[DOI]
- Stankov L, "Confidence : a better predictor of academic achievement than self-efficacy, self-concept and anxiety", Learn Individ Differ, 22, pp.747~758 (2012)[DOI]
- Jensen R, "Clinical reasoning during simulation : comparison of student and faculty ratings", Nurse Educ Pract, 13, pp.23~28 (2013)[DOI]
- Meechan R, "Students’ perspectives on their skills acquisition and confidence", Br J Nurs, 20, pp.445~450 (2011)[DOI]
- McRae ME, "The effectiveness of and satisfaction with high-fidelity simulation to teach cardiac surgical resuscitation skills to nurses", Intensive Crit Care Nurs, 40, pp.64~69 (2017)[DOI]
- Perry P, "Concept analysis : confidence", self-confidence, 2011, pp.46, 218~230
- Griffiths B, "Preparing tomorrow’s nurses for collaborative quality care through simulation", Teach Learn Nurs, 13, pp.46~50 (2018)[DOI]
- Adamson KA, "An updated review of published simulation evaluation instruments", Clin Simul Nurs, 9, pp.e393~e400 (2013)[DOI]
- Grundy SE, "The confidence scale : development and psychometric characteristics", Nurse Educ, 18, pp.6~9 (1993)[DOI]
- "BSN students’ satisfaction and self-confidence in simulation-based learning" (2017)[URL]
- Zapko KA, "Evaluating best educational practices, student satisfaction, and self-confidence in simulation : a descriptive study", Nurse Educ Today, 60, pp.28~34 (2018)[DOI]
- Lubbers J, "Satisfaction and self-confidence with nursing clinical simulation : novice learners, medium-fidelity, and community settings", Nurse Educ Today, 48, pp.140~144 (2017)[DOI]