Nursing Students' Perceptions of Satisfaction and Self-Confidence with High Fidelity Simulation

2.50
Hdl Handle:
http://hdl.handle.net/10755/243258
Category:
Full-text
Type:
Presentation
Title:
Nursing Students' Perceptions of Satisfaction and Self-Confidence with High Fidelity Simulation
Author(s):
Berkvam, Geraldine M.
Lead Author STTI Affiliation:
Nu Xi Chapter At-Large
Author Details:
Berkvam, Geraldine M., MSN, FNP, PHN, gberkvam@pacbell.net;
Abstract:
Purpose: Research has been conducted about the various features of simulation which contribute to successful learning experiences of students. However, there is little research about students’ perceptions of their satisfaction and self-confidence in learning when simulation is used as a teaching strategy. This study was designed to determine if high fidelity clinical simulation provided nursing students with learning experiences which promoted satisfaction and self-confidence in their preparation for clinical practice. The theoretical framework for the design of this study was Alfred Bandura's Social Cognitive Learning Theory.

Methods: A questionnaire was administered to nursing students after completion of medical-surgical clinical simulation sessions which measured satisfaction and self-confidence in learning. The data were analyzed using descriptive statistics and the Pearson r to determine the students’ degree of satisfaction and self-confidence while learning.

Results: The findings of the study showed nursing students were satisfied and self-confident with the learning they received during high fidelity clinical simulation sessions. The findings also showed a positive correlation (Pearson r) between satisfaction and self-confidence. The mean was 4.24 (SD = 0.45) and 4.10 (SD = 0.35). The median (4.0) was the same for both subset scales. The Pearson r correlation was 0.85 (95% CI 0.64 to 0.94, p < 0.001).

Conclusion: High fidelity clinical simulation is an effective teaching strategy to prepare nursing students for the clinical practice setting. Students are generally satisfied and self-confident with their learning after completing clinical simulation sessions. However, further research is needed with quantitative and qualitative longitudinal studies with different student populations to determine if students’ perceptions of satisfaction and self-confidence with learning change over time and after practicing in the real clinical setting.

Keywords:
nursing education; nursing students; simulation
Repository Posting Date:
12-Sep-2012
Date of Publication:
12-Sep-2012 ; 12-Sep-2012
Conference Date:
2012
Conference Name:
23rd International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Brisbane, Australia

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleNursing Students' Perceptions of Satisfaction and Self-Confidence with High Fidelity Simulationen
dc.contributor.authorBerkvam, Geraldine M.en
dc.contributor.departmentNu Xi Chapter At-Largeen
dc.author.detailsBerkvam, Geraldine M., MSN, FNP, PHN, gberkvam@pacbell.net;en
dc.identifier.urihttp://hdl.handle.net/10755/243258-
dc.description.abstract<b>Purpose: </b> Research has been conducted about the various features of simulation which contribute to successful learning experiences of students. However, there is little research about students&rsquo; perceptions of their satisfaction and self-confidence in learning when simulation is used as a teaching strategy. This study was designed to determine if high fidelity clinical simulation provided nursing students with learning experiences which promoted satisfaction and self-confidence in their preparation for clinical practice. The theoretical framework for the design of this study was Alfred Bandura's Social Cognitive Learning Theory. <p><b>Methods: </b> A questionnaire was administered to nursing students after completion of medical-surgical clinical simulation sessions which measured satisfaction and self-confidence in learning. The data were analyzed using descriptive statistics and the Pearson <i>r</i> to determine the students&rsquo; degree of satisfaction and self-confidence while learning. <p><b>Results: </b> The findings of the study showed nursing students were satisfied and self-confident with the learning they received during high fidelity clinical simulation sessions. The findings also showed a positive correlation (Pearson <i>r</i>) between satisfaction and self-confidence. The mean was 4.24 (<i>SD</i> = 0.45) and 4.10 (<i>SD</i> = 0.35). The median (4.0) was the same for both subset scales. The Pearson <i>r</i> correlation was 0.85 (95% CI 0.64 to 0.94, <i>p</i> &lt; 0.001). <p><b>Conclusion: </b> High fidelity clinical simulation is an effective teaching strategy to prepare nursing students for the clinical practice setting. Students are generally satisfied and self-confident with their learning after completing clinical simulation sessions. However, further research is needed with quantitative and qualitative longitudinal studies with different student populations to determine if students&rsquo; perceptions of satisfaction and self-confidence with learning change over time and after practicing in the real clinical setting.en
dc.subjectnursing educationen
dc.subjectnursing studentsen
dc.subjectsimulationen
dc.date.available2012-09-12T09:19:44Z-
dc.date.issued2012-09-12-
dc.date.issued2012-09-12en
dc.date.accessioned2012-09-12T09:19:44Z-
dc.conference.date2012en
dc.conference.name23rd International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationBrisbane, Australiaen
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