The impact of clinical simulation on beginning nursing students' self-efficacy and learning
View File(s)
- Author(s)
- Details
-
Lucy R. Van Otterloo, PhD, RNC, CNS; Lucy R. Van Otterloo
- Sigma Affiliation
- Iota Eta
Visitor Statistics
Visits vs Downloads
Visitors - World Map
Top Visiting Countries
Country | Visits |
---|
Top Visiting Cities
City | Visits |
---|
Visits (last 6 months)
Downloads (last 6 months)
Popular Works for Deckers, Cathleen by View
Title | Page Views |
---|
Popular Works for Deckers, Cathleen by Download
Title | Downloads |
---|
View Citations
Citations
Purpose: The use of simulation as an educational tool is becoming increasingly prevalent in nursing education (Yuan et al., 2012). Simulation-based education has been shown to improve communication skills, collaboration, and critical thinking (Bond et al., 2004; Norman, 2012), as well as increase self-efficacy and competency (Bambini et al., 2009). In fact, the National Council of State Boards of Nursing recommends substituting high-quality simulation experiences for up to half of traditional clinical hours (Alexander et al., 2015). Although published studies show improved learning with simulation compared to traditional education, there are few attempts to determine simulation effectiveness in building self-efficacy prior to beginning the clinical experience and/or in the obstetric setting. While all nursing courses adhere to a similar nursing practice basis, the care of the childbearing family is unique in its need to understand normal physiologic functioning as well as the effects pregnancy has on these normal functions.The purpose of the study was to compare the effectiveness of two educational delivery methods for the clinical setting, traditional lecture and high-fidelity human simulation on beginning level nursing students’ self-efficacy. The aim was to determine if a simulated experience would increase self-efficacy of students preparing to enter the obstetrics clinical setting thereby improving the students’ confidence and maximizing learning outcomes.
Methods: A control/experimental design was used for this study. Students enrolled in the clinical courses were either placed in the traditional lecture or simulation group. A pre/post-test was utilized to assess knowledge and a validated self-efficacy instrument (Obstetric Nurse Self-Efficacy) specific to the obstetric setting was used to determine level of confidence. Assessments were linked using specific participant ID numbers and entered into SPSS for analysis.
Results: A total of 150 students participated in the study (control=64, experimental=86). No significant difference was noted in knowledge acquisition between the two groups as expected, but the simulation group had slightly higher confidence scores. Significant difference was noted in groups where faculty followed a standardized procedure during the simulation between all groups and the control/experimental groups (p=.034). Qualitative data collected from students in the simulation group indicated that they felt better prepared to initiate care for the laboring patient, were less anxious about “not-knowing”, and adapted to the new unit quickly. Faculty noted a positive difference regarding students’ initiation of and confidence in care with those in the simulation group.
Conclusions: Novice students are noted to incur increased anxiety when entering the obstetric course with limited knowledge and skills needed for the care of the obstetric population. Furthermore, patient safety concerns with this vulnerable population limits actual hands-on experience to learn the necessary new skills. The results of this study support the use of simulation to assist in enhancing undergraduate students’ self-efficacy in dealing with obstetric patients as well as their satisfaction with learning. Although simulation may be costly, programs should consider the appropriate, adequate, and timely use of simulation in nursing education and develop policies for standardization throughout the curriculum.
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship
Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository.
Type | Presentation |
Acquisition | Proxy-submission |
Review Type | Abstract Review Only: Reviewed by Event Host |
Format | Text-based Document |
Evidence Level | N/A |
Research Approach | N/A |
Keywords | High-Fidelity Simulation; Novice Students; Obstetrics |
Name | 28th International Nursing Research Congress |
Host | Sigma Theta Tau International |
Location | Dublin, Ireland |
Date | 2017 |
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Related items
Showing items related by title, author, creator and subjects.
-
The influence of low- and high-fidelity simulations on nursing students' self-confidence, knowledge, and satisfaction
Milligan, Teena M.; Freda, Kaynabess R.; Seldomridge, Lisa A.A single-site study to seek understanding of how low and high-fidelity simulation experiences for first-year baccalaureate nursing students influenced student perceived self-confidence, knowledge about how to care for a ... -
Impact of high-fidelity simulation experiences on nursing students' anxiety and self-confidence: A systematic review
Labrague, Leodoro (2017-09-28)As a novel teaching pedagogy, high fidelity simulation (HFS) remains as an effective form of simulation modality. Review result provides updated evidence on the efficacy of HFS in enhancing self - confidence in caring for ... -
Preparing nursing students for interprofessional collaboration through high-fidelity simulation
Davis, Alison H.; Gunaldo, Tina P.; Abadie, Heather R.; Midkiff, Helena F.Interprofessional education (IPE) and high-fidelity simulation (HF-Sim) are innovative educational solutions impacting student learning. There is a need to explore IPE and HF-Sim for optimizing patient outcomes and ... -
High-fidelity simulation influences on novice baccalaureate nursing students
Connelley, Barbara (2016-12-22)Current research supports high-fidelity simulation use as a method for educating junior and senior nursing students. The purpose of this study was to examine the relationship that existed between the use of evidence-based ... -
The effect of high-fidelity simulation (HFS) on first semester baccalaureate nursing students' knowledge acquisition/self-confidence
Williams, TrudyThis presentation highlights the role of a HFS-focused respiratory physical assessment intervention in improving self-confidence and knowledge in undergraduate nursing students. The learner will be able discuss the benefits ...