A Qualitative Exploratory Study of the Effects of Simulation on Nursing Students’ Self-Efficacy Beliefs for Using English for Professional Purposes

Background The health sector has become more international than ever because of patients’ increased mobility and access to healthcare services. As a result, the ability to communicate in English has become critical for nursing students in countries where English is used as a foreign language. Aim This study aimed to highlight and understand the experiences of nursing students regarding the effect of simulation-based learning on their self-efficacy beliefs for using English for professional purposes. Methods The study was conducted with 28 third-year university nursing students enrolled in a required English course and participating in two nursing simulations conducted in English. Focus groups were conducted using semi-structured interview questions to elicit and understand the self-efficacy beliefs of nursing students for using English for professional purposes. The collected data were analyzed by using content analysis. Results The result of the study emerged under three themes: carrying out nursing duties by using professional discourse, building professional relationships with patients, and maintaining spontaneous conversations with patients. The overall results showed that while the students’ self-efficacy beliefs increased for performing standard nursing duties and establishing rapport with patients, no increase was observed in their self-efficacy beliefs for holding a prolonged conversation with the patient. Conclusion This study’s findings have implications for nursing programs in which English proficiency is considered an important program outcome for nurses who may be expected to work in both their own language and English.

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Improving Humanization Skills through Simulation-Based Computers Using Simulated Nursing Video Consultations

Healthcare ◽

10.3390/healthcare10010037 ◽

2021 ◽

Vol 10 (1) ◽

pp. 37

Author(s):

Diana Jiménez-Rodríguez ◽

Mercedes Pérez-Heredia ◽

María del Mar Molero Jurado ◽

María del Carmen Pérez-Fuentes ◽

Oscar Arrogante

Keyword(s):

Nursing Students ◽

Self Efficacy ◽

Virtual Simulation ◽

Emotional Understanding ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Validated Questionnaire ◽

Simulation Based ◽

Post Test ◽

Quasi Experimental

During the COVID-19 confinement, we converted our clinical simulation sessions into simulated video consultations. This study aims to evaluate the effects of virtual simulation-based training on developing and cultivating humanization competencies in undergraduate nursing students. A quasi-experimental study was conducted with 60 undergraduate nursing students. A validated questionnaire was used to evaluate the acquisition of humanization competencies (self-efficacy, sociability, affection, emotional understanding, and optimism). The development of humanization competencies in this group composed of undergraduate nursing students was evaluated using virtual simulation-based training, comparing the levels obtained in these competencies at baseline (pre-test) and after the virtual simulation experience (post-test). After the virtual simulation sessions, students improved their levels in humanization total score and the emotional understanding and self-efficacy competencies, obtaining large effects sizes in all of them (rB = 0.508, rB = 0.713, and rB = 0.505 respectively). This virtual simulation modality enables training in the humanization of care with the collaboration of standardized patients in the form of simulated nursing video consultations and the performance of high-fidelity simulation sessions that comply with the requirements of best practices. Therefore, this methodology could be considered as another choice for virtual simulation. Additionally, this virtual modality could be a way to humanize virtual simulation.

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The Effect of Simulation-Based Training on Nursing Students’ Communication Skill, Self-Efficacy and Clinical Competence for Nursing Practice

Open Journal of Nursing ◽

10.4236/ojn.2019.98064 ◽

2019 ◽

Vol 09 (08) ◽

pp. 855-869 ◽

Cited By ~ 1

Author(s):

Salwa A. Mohamed ◽

Imad H. Fashafsheh

Keyword(s):

Nursing Students ◽

Clinical Competence ◽

Self Efficacy ◽

Communication Skill ◽

Nursing Practice ◽

Simulation Based

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Effects of Simulation-Based Learning on Nursing Students’ Learning Outcomes of a Gerontology Course

Innovation in Aging ◽

10.1093/geroni/igab046.1880 ◽

2021 ◽

Vol 5 (Supplement_1) ◽

pp. 489-489

Author(s):

Hsueh-Fen Kao ◽

Minzhi Ye ◽

Lin Chen

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Learning Outcomes ◽

Undergraduate Students ◽

Self Efficacy ◽

Perceived Competence ◽

Learning Satisfaction ◽

Multiple Exposures ◽

Significant Difference ◽

Simulation Based

Abstract Simulation-Based Learning (SBL) is beneficial to nursing education. Nevertheless, recent studies have shown a side effect of being overwhelmed by repeated exposures to simulation. Thus, how many times simulation scenarios should be provided to students remains a question. The objectives of this study were to (1) explore the changes in nursing students’ perceived competence, self-efficacy, and learning satisfaction after repeated exposures to simulations, and (2) determine the acceptable frequency of SBL in the ‘Care of Older Adults’ course. A one-group repeated measurement experimental design with self-administered questionnaires in a convenient sample of 84 senior nursing undergraduate students was used at a university in southern Taiwan, and 79 students completed all measurements. After taking the baseline measurements (T0), students were exposed to 75-mininute simulation scenarios from Time 1 (T1) to Time 3 (T3) three weeks apart throughout the semester. Students’ perceived nursing competence, self-efficacy, and learning satisfaction were measured immediately after each exposure. There were statistically significant improvements from T0 to T3 (p < .001) in all three areas; however, no significant difference when comparing scores from T1 to T2 and from T2 to T3. To conclude, SBL is effective in improving nursing students’ perceived competence, self-efficacy, and learning satisfaction. While the primary changes occur at the first simulation effort, it is the accumulated multiple exposures collectively improve students’ learning outcomes. Multiple instructional strategies are recommended to maintain students’ learning interests to achieve optimal learning outcomes of the course across a semester.

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