The Relationship Between Nursing Student Anxiety and Self-confidence in Learning with High Fidelity Simulation PDF Download
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Author: Michelle Curtin
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 92
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Book Description
Author: Michelle Curtin
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 92
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Book Description
Author: Jennifer L. Heisser
Publisher:
ISBN:
Category : Nurse practioners
Languages : en
Pages :
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EVIDENCE-BASED PRACTICE PROJECT REPORT Submitted to the School of Nursing and Health Professions of Colorado Christian University Lakewood,Colorado in partial fulfillment of the requirements For the degree of DOCTOR OF NURSING PRACTICE Abstract: New Graduate Nurses (NGN's) are entering the workforce with a practice gap between what is learned in nursing school andwhat happens in clinical practice after graduation (Hommes, 2014). High-fidelity simulation (I-IFS) is often used in nursing schools, as well asthe hospital education setting, as it provides a safe environment forparticipants to practice clinical skills. The purpose of this Doctor of Nursing Practice (DNP) Evidence-Based Practice (EBP) project was to evaluate the impact of a high-fidelity mock code simulation intervention on NGN's self-confidence and anxiety while responding to a deteriorating patient. The I-IFS interventionwas conducted with 10 new graduate nurse participants at the project facility using the Nursing Anxiety and Self-Confidence with Clinical Decision Making Scale (NASC-CDM) © created by Dr. Krista A. White. The pre- and postself-confidence for Dimension 2 was statistically significant (alpha = 0.05, (9) = -2.43, p =-038) and the pre- and post-anxiety for Dimension 3 was statistically significant (alpha = 0.05, (9) = 3.11, p = .013). While the participants felt additional clinical experience and HFS was needed to improve self confidence andanxiety when responding to a deteriorating patient, HFS intervention can beused to improve clinical performance. The implications for practice indicate more hands-on practice is needed to increase self-confidence and decrease anxiety. The implications for education include more high-fidelity simulation for new graduate nurses and additional clinical practice to increaseself confidence and decrease anxiety. Implications for research indicate more research is needed using high-fidelity simulation related to training new graduate nurses to decrease anxiety and increase self-confidence.
Author: Michelle Britt Warren
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 162
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Author: Jaime L. Zinsmaster
Publisher:
ISBN:
Category : Simulation games in education
Languages : en
Pages : 208
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Book Description
High-fidelity simulation is being used more for nursing clinical education and has received increased attention in nursing literature. Research has added to the knowledge regarding simulation development, evaluation, and implementation. The purpose of this quasi-experimental study was to add to the knowledge base regarding the influence of high-fidelity simulation on gain and retention of knowledge. Forty-four junior level baccalaureate nursing students participated in either a lecture only (n = 19) or lecture with simulation (n = 25) experience. The students were tested pre-intervention, post-intervention, and at 4 months utilizing a multiple choice knowledge evaluation test that was developed by the researchers. The results of this study demonstrate that although there was significant learning with the simulation and lecture experience over the lecture only experience (t = -3.39, df = 29, p = .002), there was not significant impact on the 4 month retention of knowledge between the groups (t = -.30, df = 42, p = .766). Simulation design was tested through the National League for Nursing simulation tools, including the: Simulation Design Scale, Educational Practices in Simulation Scale, and the Student Satisfaction and Self-Confidence in Learning Scales. The scenario was found to be well developed as compared to other pulished studies.
Author: Wan Ching Kathryn Fong
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 374
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Results: Results of paired t-test indicated that the mean scores of both SCL and CTS in the posttest were significantly higher than those of the pretest (p =
Author: Jason M. King
Publisher:
ISBN:
Category : Nursing students
Languages : en
Pages : 70
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Author: Ginny N. Little
Publisher:
ISBN:
Category : Simulated patients
Languages : en
Pages : 78
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The aim is to determine if participation in a high-fidelity simulation increases student levels of self-confidence. Thirty-eight first year associate degree nursing students enrolled in a medical-surgical course in a southeastern community college participated in a diabetes simulation as part of their course. Students then voluntarily completed a survey indicating self-confidence following the simulation. Descriptive statistics were used to determine the overall mean of student responses to each question on the National League for Nursing (NLN) Student Satisfaction and Self Confidence in Learning Tool. Students rated the teaching helpful and effective with a mean score of 4.47 (sd = .951). Students indicated that simulation materials used were motivating and helped with learning with a mean score of 4.53 (sd = .862). Participants indicated confidence in mastery of simulation content with a mean score of 3.63 (sd = 1.172). Participants rated confidence in development of skills and knowledge attainment with a mean score of 4.11 (sd = 1.06). Students rated knowledge of how to use simulation activities to learn nursing skills with a mean score of 4.18 (sd = .955). The study suggested confidence in mastery of skills and content covered and perception of simulation as helpful and effective occur concurrently following the simulation experience. Data analysis indicated student's knowledge of application of simulation activities and confidence in the development of needed skills from the simulation occur mutually.
Author: Erin C. Soucy
Publisher:
ISBN:
Category : Computer simulation
Languages : en
Pages : 106
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Author: Earline Moreland
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Introduction: Managing uncontrolled symptoms related to advanced lung cancer is common for the nurse working in the hospice and palliative care settings. It is uncommon for the undergraduate nursing student to have hands-on experience since clinical opportunities are limited in this specialty. They report their lack of experience, confidence, and comfort in dealing with complex patient issues. The goal of this study was to mediate a resolution of a difficult and complex patient situation in a controlled, safe, and interactive learning environment.Methods: Using a quasi-experimental one-group designed study, two cohorts of undergraduate nursing students (n=112) from an accelerated BSN program participated in a structured and scripted high fidelity simulation. The simulation consisted of a distraught spouse and a breathless manikin presenting with severe dyspnea, extreme anxiety, and moderate pain. Students were instructed in the pre-brief to assess and intervene with the spouse with teaching him about medication use and witnessing the administration of medications. During the debriefing, students completed three instruments (SSSL, SDS, EDQ) found to be reliable and valid for simulation.Results: Descriptive analysis found that students responses were overwhelmingly positive for the simulation resembled a real life situation, designed specifically for their level of knowledge and skills, felt self-confident in learning.Conclusion: The study accomplished our goal of teaching students how to resolve a common palliative care situation. The high levels of confidence, comfort, communication, and satisfaction toward managing a trio of uncontrolled symptoms validated our premise of using high fidelity simulation.
Author: Kristina Nappi
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages :
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Nursing educators are increasingly utilizing high-fidelity simulation to provide realistic educational experiences to prepare students to enter the workforce. High-fidelity simulation is utilized with the belief when students encounter real-life patients they will be more confident in their ability to care for them. This quantitative study examined the effects of high-fidelity simulation on senior nursing students perceived self-efficacy and perceived practice readiness. The sample (N=48) consisted of senior associate degree nursing students at a community college in the Southeast. The findings showed high-fidelity simulation had a positive effect on students perceived self-efficacy and perceived practice readiness at certain points in the study, while other times not demonstrating a positive correlation. Implications for use of simulation as a teaching strategy in nursing education and recommendations for future research were proposed.
