Comparing teaching strategies utilized to enhance self-confidence among novice nursing students
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Abstract
Faculty play a considerable role in positively impacting the development of a novice nursing student’s self-confidence through contemporary, innovative, and meaningful teaching practices that are data-driven. Employing effective confidence-building teaching strategies early in the curriculum supports the development of confidence as a professional attribute and is critical to student success, patient safety, and patient comfort (Blum et al., 2010; Bulfone et al., 2016; Lundberg, 2008; White, 2009). This prospective, cross-sectional, quantitative, comparison pilot study compared the effectiveness of a role-play (RP) physical assessment simulation with a new teaching strategy, an individual high-fidelity physical assessment simulation (HFS), to determine the impact on beginning associate degree nursing students’ self-confidence. Grundy’s (1993) Confidence Scale was utilized to measure student perceived levels of self-confidence prior to the simulation and one week later prior to engaging in their first patient care experience. An independent samples t-test (p = .11) revealed there was no statistically significant difference in post-intervention levels of total self-confidence between the simulation groups. However, paired samples t-tests within groups revealed statistically significant changes in total levels of confidence from Time 1 (M= 18.4, SD= 2.70) to Time 2 (M= 20.3; SD= 2.30), t(15) = -3.50, p=.003 (two-tailed) in the RP group. The mean change in confidence levels was 1.90 with a 95% CI ranging from -3.02 to -.73, with a large effect size (0.45). Limitations included a small, homogenous, convenience sample (n =16 per simulation group). Further exploration of both teaching strategies at this research site is recommended.
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The author retains copyright.
Repository Posting Date
2020-05-28T14:58:44Z
Notes
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Type Information
Type | DNP Capstone Project |
Acquisition | Proxy-submission |
Review Type | None: Degree-based Submission |
Format | Text-based Document |
Category Information
Evidence Level | Quasi-Experimental Study, Other |
Research Approach | Pilot/Exploratory Study |
Keywords | Beginning Nursing Student; Confidence Level; Role-play |
Degree Information
Grantor | American Sentinel University |
Advisor | Cleveland, Sandra |
Level | DNP |
Year | 2019 |
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