Student satisfaction and self-confidence in learning with virtual simulations

2021 ◽  
Author(s):  
Patricia L. Pence
Keyword(s):  
Student Satisfaction ◽  
Self Confidence ◽  
Virtual Simulations

scholarly journals Simulation in cardiorespiratory arrest: assessment of satisfaction with the learning of nursing students

2021 ◽  
Vol 55 ◽  
Author(s):  
Amanda Chlalup Linn ◽  
Emiliane Nogueira de Souza ◽  
Rita Catalina Aquino Caregnato
Keyword(s):  
Nursing Students ◽  
Student Satisfaction ◽  
Cardiopulmonary Arrest ◽  
Cardiorespiratory Arrest ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Self Confidence ◽  
Simulation Scenario ◽  
Students Satisfaction

ABSTRACT Objective: To evaluate the satisfaction and self-confidence of undergraduate nursing students’ learning in a scenario of realistic clinical simulation with the theme of advanced cardiopulmonary arrest maneuvers. Method: Exploratory-descriptive study, with a quantitative approach. In order to evaluate the simulation activity developed undergraduate nursing students responded to the Student Satisfaction and Self-Confidence with Learning Scale. Results: 19 students participated in the study. Students’ satisfaction and self-confidence with learning were identified, with an average of 4.17 ± 0.59 in the developed scenario. In the subscale of satisfaction with current learning and in the subscale of self-confidence with learning, 86.3% and 76.6% of students scored the items in a maximum way (4-5), respectively. Conclusion: Nursing students demonstrate satisfaction and self-confidence with learning from a realistic clinical simulation scenario on the theme of advanced cardiorespiratory arrest maneuvers.

scholarly journals Impact of Standardized Patients on First Semester Nursing Students Self-Confidence, Satisfaction, and Communication in a Simulated Clinical Case

2020 ◽  
Vol 6 ◽  
pp. 237796082093015
Author(s):  
Kelly V. Johnson ◽  
Allison L. Scott ◽  
Lisa Franks
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Student Satisfaction ◽  
Nursing Student ◽  
Clinical Case ◽  
Standardized Patients ◽  
The United States ◽  
High Fidelity ◽  
First Semester ◽  
Self Confidence

Background Utilizing standardized patients (SPs) as a strategy to potentially improve beginning level nursing students’ confidence, satisfaction, and communication after simulated clinical cases is an innovative approach in nursing education. Aim The aim of this study was to examine to what extent an SP affected first semester nursing students’ self-confidence, satisfaction, and communication using a simulated clinical case. Methods First semester undergraduate students in a bachelors of nursing program at a large university in the South-Central region of the United States ( N =  100), were randomly assigned to one of the two groups. Each group was assigned the same case using either an SP or high-fidelity manikin. Students completed postsurveys immediately following completion of the simulation. Student’s self-confidence, satisfaction, and communication were measured using the National League for Nursing Student Satisfaction and Self-Confidence in Learning for Nursing Education Research and an SP/Faculty Communication Checklist. Results An independent sample t test comparing the two student groups on each of the outcome variables was conducted for each of the research questions. Students who completed the simulation with an SP, reported greater satisfaction, and improved communication. Student reflective comments were significantly more positive in the SP group. There was no statistical difference between the two groups in self-confidence. Conclusion Further research is needed to determine whether the use of SPs versus high-fidelity manikins in simulated cases results in increased self-confidence in beginning level nursing students. Student satisfaction and communication are key components for nursing student success. The impact of SPs and the effect on student outcomes could have long-term benefits for undergraduate nursing programs.

scholarly journals Validation to Portuguese of the Scale of Student Satisfaction and Self-Confidence in Learning

2015 ◽  
Vol 23 (6) ◽  
pp. 1007-1013 ◽  
Author(s):  
Rodrigo Guimarães dos Santos Almeida ◽  
Alessandra Mazzo ◽  
José Carlos Amado Martins ◽  
Rui Carlos Negrão Baptista ◽  
Fernanda Berchelli Girão ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Care Delivery ◽  
Learning Material ◽  
Validity And Reliability ◽  
Correlation Pattern ◽  
Self Confidence ◽  
Sphericity Test ◽  
Good Potential ◽  
Critical Patients ◽  
Potential Use

Objective: translate and validate to Portuguese the Scale of Student Satisfaction and Self-Confidence in Learning. Material and Methods: methodological translation and validation study of a research tool. After following all steps of the translation process, for the validation process, the event III Workshop Brazil - Portugal: Care Delivery to Critical Patients was created, promoted by one Brazilian and another Portuguese teaching institution. Results: 103 nurses participated. As to the validity and reliability of the scale, the correlation pattern between the variables, the sampling adequacy test (Kaiser-Meyer-Olkin) and the sphericity test (Bartlett) showed good results. In the exploratory factorial analysis (Varimax), item 9 behaved better in factor 1 (Satisfaction) than in factor 2 (Self-confidence in learning). The internal consistency (Cronbach's alpha) showed coefficients of 0.86 in factor 1 with six items and 0.77 for factor 2 with 07 items. Conclusion: in Portuguese this tool was called: Escala de Satisfação de Estudantes e Autoconfiança na Aprendizagem. The results found good psychometric properties and a good potential use. The sampling size and specificity are limitations of this study, but future studies will contribute to consolidate the validity of the scale and strengthen its potential use.

scholarly journals Satisfação dos estudantes de enfermagem com a prática simulada

2020 ◽  
Vol 10 (32) ◽  
pp. 314-323
Author(s):  
Isabel Lucas ◽  
Rita Marques ◽  
Manuela Néné ◽  
Isabel Santos Silva ◽  
Leila Sales ◽  
...  
Keyword(s):  
Nursing Students ◽  
Student Satisfaction ◽  
Nursing Student ◽  
Current Knowledge ◽  
Skills Training ◽  
Skills Acquisition ◽  
Systematic Analysis ◽  
Self Confidence ◽  
Cochrane Database ◽  
Training Impact

A simulação na formação é um método pedagógico efetivo para o desenvolvimento de competências. Sintetizar o conhecimento atual sobre a prática simulada, especificamente a satisfação dos estudantes. Revisão integrativa. Artigos em texto integral livre, nos idiomas português, inglês e espanhol, entre 2008-2018, disponíveis na CINAHL, LILACS, MEDLINE, MEDICLATINA, Cochrane Database of Systematic Reviews, MedicLatinaPubMed, BDEnf, IBECS e SCIELO. Emerge 3 categorias: Satisfação/autoconfiança com a simulação; Eficácia da simulação no treino de competências; Impacto das várias estratégias de ensino com a simulação na aquisição de competências em Enfermagem. Os estudantes sentem-se satisfeitos com a prática da simulação, considerando-a, uma experiência que contribui para a autoconfiança e promotora da aquisição de competências. Necessidade de estudos demostrativos da efetividade da prática simulada a longo prazo.Descritores: Simulação, Satisfação, Estudantes de Enfermagem. Nursing student satisfaction with simulated practiceAbstract: Simulation in training is an effective pedagogical method for developing skills. To synthesize current knowledge about the simulated practice, to specify student satisfaction. Integrative review. Articles in free full text, in Portuguese, English and Spanish, between 2008-2018, available at CINAHL, LILACS, MEDLINE, MEDICLATINA, Cochrane Systematic analysis database, MedicLatinaPubMed, BDEnf, IBECS and SCIELO. Emerging 3 categories: Satisfaction / self-confidence with the simulation; Simulation effectiveness in skills training; Impact of various teaching strategies with the simulation of skills acquisition in Nursing. Conclusions: students feel satisfied with the practice of simulation, considering it an experience that contributes to self-confidence and the promotion of the acquisition of skills. There is a need for studies demonstrating the effectiveness of simulated practice in the long term.Descriptors: Simulation, Satisfaction, Nursing Students. Satisfacción del estudiante de enfermería con la práctica simuladaResumen: La simulación en el entrenamiento es un método pedagógico efectivo para desarrollar habilidades. Sintetizar el conocimiento actual sobre la práctica simulada, para especificar la satisfacción del alumno. Revisión integradora. Artículos en texto completo en inglés, en portugués, inglés y español, entre 2008-2018, disponibles en CINAHL, LILACS, MEDLINE, MEDICLATINA, base de datos de análisis sistemático Cochrane, MedicLatinaPubMed, BDEnf, IBECS y SCIELO. Emergentes 3 categorías: Satisfacción / confianza en sí mismo con la simulación; Efectividad de la simulación en el entrenamiento de habilidades; Impacto de diversas estrategias de enseñanza con la simulación de adquisición de habilidades en Enfermería. Los estudiantes se sienten satisfechos con la práctica de la simulación, considerándola una experiencia que contribuye a la autoconfianza y a la promoción de la adquisición de habilidades. Necesidad de estudios que demuestren la efectividad de la práctica simulada a largo plazo.Descriptores: Simulación, Satisfacción, Estudiantes de Enfermería.

scholarly journals Efektifitas Pembelajaran Online : Kepercayaan Diri, Kepuasan Pembelajaran Online Terhadap Performa Pembelajaran untuk Meningkatkan Kualitas Pendidikan

2021 ◽  
Vol 3 (1) ◽  
pp. 117-121
Author(s):  
Abu Bakar Akbar ◽  
Yudis Cipta Prayoga
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Study Skills ◽  
Learning Performance ◽  
Effective Learning ◽  
Self Confidence ◽  
Self Study ◽  
Improve Student Achievement ◽  
E Learning ◽  
Study Performance

Abstrak Tujuan dari penelitian ini adalah untuk mengetahui kepuasaan mahasiswa dalam melaksanakan pembelajaran secara online dan efektifitas pembelajaran online (E-Learning). Penelitian ini juga bertujuan agar pembelajaran E-Learning dapat menjadi solusi yang terbaik, dengan memberikan pembelajaran yang efektif demi meningkatkan prestasi peserta didik. Ini juga membantu untuk mencari solusi untuk meningkatkan keterampilan belajar mandiri siswa. Metode pengambilan sampel bertingkat telah diadopsi dalam penelitian ini dan jumlah sampelnya 134 di Universitas Slamet Riyadi (Unisri) Fakultas Managemen. Temuan penelitian ini menunjukkan bahwa variabel kepercayaan diri dan kepuasaan pembelajaran online berpengaruh signifikan terhadap kinerja pembelajaran, keduanya bersama-sama mempunyai pengaruh yang positif dan signifikan terhadap kinerja pembelajaran. Kata Kunci : Kepercayaan Diri; Kepuasaan; Hasil Pembelajaran. Abstract The purpose of this study is to determine student satisfaction in implementing online learning and the effectiveness of online learning (E-Learning). This study also aims that E-Learning learning can be the best solution, by providing effective learning to improve student achievement. It also helps to find solutions to improve students' self-study skills. The stratified sampling method has been adopted in this study and the sample size is 134 at the Slamet Riyadi University (Unisri) Faculty of Management. The findings of this study are students while the variable self-confidence have a significant effect on learning performance, and online learning satisfaction has a significant effect on learning performance, while self-confidence and satisfaction with online learning together have a positive and significant effect on learning performance. Keywords : Self Efficacy; Satisfaction, Study Performance

scholarly journals MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK-PAIR-SHARE (TPS) PADA SISWA KELAS VB SD MUHAMMADIYAH I SORONG

2019 ◽  
Vol 5 (2) ◽  
pp. 26
Author(s):  
Nika Fetria Trisnawati
Keyword(s):  
Cooperative Learning ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Fifth Grade ◽  
Model Type ◽  
Self Confidence ◽  
Verbal Praise ◽  
Class B

Abstract This research aims to describe the Cooperative Learning Model Type Think-Pair-Share (TPS) that can improve students' mathematics learning outcomes. The research was conducted in sorong. The subject of this research was fifth grade class B at SD Muhammadiyah I Sorong in academic year 2010/2011. The students consist of 14 males and 24 females. The research was Classroom Action Research (PTK). The procedure and Implementation at the study site was divided into two cycles. In the first cycle performed four times of implementation by using Cooperative Learning Model Type Think-Pair-Share (TPS). The second cycle took four times with the same model. The observations took with the observation sheet has been prepared, and then reflected by writer and teacher to evaluate the research that has been run on each cycle and to improve the implementation of the next cycle. The technique of data collection was done by  using observation and tests. The data were performed with qualitative and quantitative analysis. The results of this study indicate that students' mathematics learning outcomes at SD Muhammadiyah I fifth grade class B increases. At the beginning of test the average was 5,40 and at the end of the first cycle mean score was 5.84. Being at the end of second cycle the average was of 8,09. The action did  to stimulate the students' attention by giving preliminary description of matter at the beginning of the meeting, the student group discussions and presentations, providing competition, growing students’ curiosity by implementing the Cooperative Learning Model Type Think-Pair-Share (TPS). Giving the relevance of study based on students' experience and providing them the example that is relevant to students. To increase the students self confidence was done by giving them the opportunity to answer questions and write them down in front, giving verbal praise who are successful, providing the opportunity to the group to present the result of discussion, and provide feedback. To increase student satisfaction with verbal praise who are successful, notify the student test results obtained, and giving appropriate rewards and not excessive. 

Scale of Student Satisfaction and Self-Confidence in Learning--Portuguese Version

2015 ◽  
Author(s):  
Rodrigo Guimarães dos Santos Almeida ◽  
Alessandra Mazzo ◽  
José Carlos Amado Martins ◽  
Rui Carlos Negrão Baptista ◽  
Fernanda Berchelli Girão ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Portuguese Version ◽  
Self Confidence

scholarly journals Satisfação e autoconfiança dos estudantes de enfermagem em cenários clínicos simulados com presença de odores desagradáveis: ensaio clínico randomizado

2018 ◽  
Vol 28 (1) ◽  
pp. 28693 ◽  
Author(s):  
Mateus Henrique Gonçalves Meska ◽  
Juliana Constantino Franzon ◽  
Cezar Kayzuka Cotta Filho ◽  
Gerson Alves Pereira Junior ◽  
Alessandra Mazzo
Keyword(s):  
Nursing Students ◽  
Student Satisfaction ◽  
Intervention Group ◽  
Control Group ◽  
Fermented Foods ◽  
Clinical Experiences ◽  
Personal Protection Equipment ◽  
Group Participation ◽  
Self Confidence ◽  
Student’S T

AIMS: To compare the satisfaction and self-confidence of nursing students in simulated clinical activities with and without the presence of odors.METHODS: A randomized clinical trial enrolled undergraduate nursing students 18 years of age or older randomly allocated to Intervention Group (participation in simulated scenarios with odors) or Control Group (participation in simulated scenarios with the same themes, but without odors). The odors were obtained with fermented foods. Students who already had professional practice in nursing were excluded. Data were collected using an Instrument for Characterization and Perception of Subjects, the Satisfaction with Simulated Clinical Experiences Scale and the Student Satisfaction and Self-confidence in Learning Scale. For analysis of the data, we performed an exploratory statistic, with frequency, percentage, and Cronbach Alpha reliability test for the scales, and after sample analysis by the Kolmogorov-Smirnov test, Student's t-test was used to compare means.RESULTS: A total of 100 nursing students, 55 of the intervention group (scenario with presence of odors) and 45 of the control group (scenario without odors) participated in the study. High Cronbach's alpha values were found for both the Satisfaction with Simulated Clinical Experiences Scale (0.862) and the Student Satisfaction and Self-confidence in Learning Scale (0.842) and high scores for satisfaction and self-confidence in learning in both groups. In the comparison of means there were no significant differences between the values attributed to satisfaction and self-confidence, in the intervention group and in the control group.CONCLUSIONS: There were high scores attributed to satisfaction and self-confidence among the participants, however, when compared, in this sample, there was no difference in satisfaction and self-confidence between groups that used simulated scenarios with and without the presence of unpleasant odors. However, the use of odors in the scenarios was highlighted by the participants as stimulating elements to the use of personal protection equipment and also to stimulating the learning of nonverbal communication.

scholarly journals Reliability and validity study of the Spanish adaptation of the “Student Satisfaction and Self-Confidence in Learning Scale” (SCLS)

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0255188
Author(s):  
Mariona Farrés-Tarafa ◽  
David Bande ◽  
Juan Roldán-Merino ◽  
Barbara Hurtado-Pardos ◽  
Ainoa Biurrun-Garrido ◽  
...  
Keyword(s):  
Nursing Students ◽  
Student Satisfaction ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Validity And Reliability ◽  
Cross Sectional ◽  
Clinical Simulation ◽  
Self Confidence ◽  
Level Of Satisfaction ◽  
Clinical Simulations

The European Higher Education Area (EHEA) recommends the use of new educational methodologies and the evaluation of student satisfaction. Different instruments have been developed in Spain to evaluate different aspects such as clinical decisions and teamwork, however no instruments have been found that specifically evaluate student self-confidence and satisfaction during clinical simulation. The aim was to translate the Student Satisfaction and Self-Confidence in Learning Scale (SCLS) questionnaire into Spanish and analyse its reliability and validity and understand the level of satisfaction and self-confidence of nursing students with respect to learning in clinical simulations. The study was carried out in two phases: (1) adaptation of the questionnaire into Spanish. (2) Cross-sectional study in a sample of 489 nursing students. The reliability and exploratory and confirmatory factorial analyses were performed. To analyse the relationship of the scale scores with the socio-demographic variables, the Fisher Student T-test or the ANOVA was used. The scale demonstrated high internal consistency reliability for the total scale and each of its dimensions. Cronbach’s alpha was 0.88 (0.83 to 0.81) for each of the dimensions. The exploratory and confirmatory factor analysis showed that both the one-dimensional and two-dimensional models were acceptable. The results showed average scores above 4 for both dimensions. The SCLS-Spanish translation demonstrated evidence of its validity and reliability for use to understand the level of satisfaction and self-confidence of nursing students in clinical simulation. Clinical simulations help students to increase their levels of confidence and satisfaction, enabling them to face real scenarios in clinical practice.

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