scholarly journals Perceived Nursing Students’ Satisfaction and Self-Confidence towards the Elements of Clinical Simulation Design and Educational Practice during the Outbreak of COVID-19 Pandemic

2020 ◽  
Vol 19 (2) ◽  
pp. 68-98
Author(s):  
Asmaa Mohamed ◽  
Lobna Mohame
Keyword(s):  
Nursing Students ◽  
Educational Practice ◽  
Simulation Design ◽  
Clinical Simulation ◽  
Self Confidence ◽  
Students Satisfaction

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 Nursing Students’ Satisfaction: A Comparison between Medium- and High-Fidelity Simulation Training

2021 ◽  
Vol 18 (2) ◽  
pp. 804
Author(s):  
Ana Rosa Alconero-Camarero ◽  
Carmen María Sarabia-Cobo ◽  
María José Catalán-Piris ◽  
Silvia González-Gómez ◽  
José Rafael González-López
Keyword(s):  
Nursing Students ◽  
Lower Cost ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Satisfaction Scale ◽  
Clinical Simulation ◽  
Level Of Knowledge ◽  
Spanish Universities ◽  
Students Satisfaction ◽  
Better Than

Training based on clinical simulation is an effective method of teaching in nursing. Nevertheless, there is no clear evidence about if it is better to use high- or medium-fidelity simulation. The aim is to analyse if students are more satisfied when their clinical simulation practices are based on high-fidelity simulation (HFS) or medium-fidelity simulation (MFS). Students´ satisfaction was assessed using the Satisfaction Scale Questionnaire with High-Fidelity Clinical Simulation. The sample is composed of 393 students from two Spanish Universities. Satisfaction with simulation in nursing students is significantly greater in MFS than HFS. Simulation is beneficial for learning in all its forms, but for the acquisition of basic skills, and at a lower cost, MFS proves to be effective. However, high-fidelity is not always better than medium-fidelity as this depends on the student’s level of knowledge and clinical experience.

scholarly journals SATISFACTION OF NURSING STUDENTS WITH A CLINICAL SIMULATION PRACTICE IN HI-FI SETTINGS

2020 ◽  
Vol 29 (spe) ◽  
Author(s):  
Patricia Irene Ruiz Vera ◽  
Jussara Gue Martini
Keyword(s):  
Nursing Students ◽  
High Fidelity ◽  
Satisfaction Level ◽  
Clinical Experiences ◽  
Clinical Simulation ◽  
Correlational Approach ◽  
Quantitative Descriptive ◽  
Students Satisfaction ◽  
Simulation Practice ◽  
Practical Dimension

ABSTRACT Objective: to describe the satisfaction with the practical dimension of the high fidelity clinical simulation settings developed by the nursing students. Method: a quantitative, descriptive and correlational approach. Data collection, questionnaire to assess the nursing students' satisfaction with the simulated clinical experiences in the practice. Scale from 1 to 10, with 10 being the maximum satisfaction value and 1, the minimum satisfaction value. A total of 115 students took part. The ethical requirements were met. Results: satisfaction with the achieved learning: fourth year, mean of 7.08; fifth year, mean of 7.05. Motivation to attend practical classes: fourth year, mean of 7.46; fifth year, mean of 7.16. Dynamism of the practical classes: fourth year, mean of 7.27; fifth year, mean of 6.66. Active participation in the developed settings: fourth year, mean of 7.41; fifth year, mean of 7.30. Interaction with their peers: fourth year, mean satisfaction greater than 8.14; fifth year, mean of 7.45. Interaction with the teachers: both classes showed a mean of 7.73. Satisfaction with the degree of difficulty of the settings: fourth year, mean of 7.25; fifth year, mean of 7.32. Productivity during the practical classes: fourth year, mean of 7.12; fifth year, mean of 6.95. Conclusion: fourth year showed greater satisfaction with the practice, over 70%; and fifth year, a satisfaction level of approximately 60% of the options.

scholarly journals Construction and practice of a comprehensive nursing skills course with simulation in an RN-BSN program in China: a quasi-experimental study

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Yuanyuan Zhu ◽  
Aihong Wang ◽  
Yamei Bai ◽  
Min Xu ◽  
Haiyan Yin ◽  
...  
Keyword(s):  
Nursing Students ◽  
Work Experience ◽  
Teaching Strategy ◽  
Educational Practice ◽  
High Rate ◽  
Learning Ability ◽  
Scenario Simulation ◽  
Self Confidence ◽  
Nursing Skills ◽  
Quasi Experimental

Abstract Background Simulation has been widely used in the teaching of pre-licensed nursing students and has shown positive results. However, there is limited evidence regarding the application of a comprehensive nursing course with simulation for Associated Degree in Nursing (ADN)-prepared nurses with different work experience times. Therefore, this study aimed to evaluate the satisfaction, self-confidence, and perceptions of scenario simulation among Chinese nurses in a comprehensive nursing skills course in an RN-BSN program. Methods A single-group post-test approach was used in the current study. Participants that completed a comprehensive nursing skills course with simulation in an RN-BSN program were enrolled. Results The mean satisfaction, self-confidence, educational practice, and simulation designs scores were rated highly. Self-confidence (p = 0.002), active learning (p = 0.020), collaboration (p = 0.030), support (p = 0.008), and problem-solving (p = 0.007) were significantly higher among students with more work experience compared to those with less experience. Then, four themes were analyzed: enthusiasm for learning, ability to experience different feelings during role-play, hybrid teaching format, and simulation fidelity. Conclusions Results demonstrated that a comprehensive nursing skills course with simulation might improve Chinese ADN-prepared nurses’ satisfaction and self-confidence in learning. Nurses with work experience gave a high rate to the scenario simulation, demonstrating that simulation can be widely applicable for students with different characteristics. Finally, the teaching strategy in the present study can be applied to more RN-BSN programs.

Satisfaction and Self-confidence with Simulation Learning Experience as Perceived by Nursing Students

2022 ◽  
Vol 12 (1) ◽  
pp. 0-0
Keyword(s):  
Nursing Students ◽  
Data Collection ◽  
Learning Experience ◽  
Information Support ◽  
Simulation Design ◽  
Cross Sectional ◽  
Design Elements ◽  
Self Confidence ◽  
Simulation Learning ◽  
Study Participants

Aims: To determine the perception of nursing students on their satisfaction and self-confidence with simulation learning experience. Methods: A descriptive cross-sectional research design utilized in this study. A convenient sample comprised all third-year nursing students (n=60) who were available at the time of data collection. The Simulation Design, Student Satisfaction and Self Confidence in Learning scale that developed by the National League for Nursing was used for data collection. Results: The study participants were satisfied with the teaching methods that used with the simulation. In addition, the study participants perceived simulation design elements named objectives and information, support, feedback / guided reflection as present and important. Conclusions: This study provides promising evidence that main elements regarding simulation design include objectives, information, support, and problem solving is an effective way to enhance students’ self-confidence and satisfaction in learning.

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.

scholarly journals Paramedic students’ confidence and satisfaction with clinical simulations of an emergency medical care programme in South Africa: A cross-sectional study

2021 ◽  
Vol 26 ◽  
Author(s):  
Peter T. Sandy ◽  
John T. Meyer ◽  
Oluwaseun S. Oduniyi ◽  
Azwihangwisi H. Mavhandu-Madzusi
Keyword(s):  
South Africa ◽  
Medical Care ◽  
Emergency Medical Care ◽  
Cross Sectional ◽  
Care Programme ◽  
Clinical Simulation ◽  
Self Confidence ◽  
Emergency Medical ◽  
Clinical Simulations ◽  
Students Satisfaction

Background: There has been an increase in the use of clinical simulations as instructional tools in healthcare education. This is because of their role in ensuring patients’ safety and quality-care provision.Aim: This study investigated the paramedic students’ satisfaction and self-confidence in the clinical simulation of an emergency medical care programme.Setting: The study was conducted at the Durban University of Technology in the KwaZulu-Natal Province of South Africa. The paramedic students’ satisfaction and self-confidence in the clinical simulation of an emergency medical care programme were the focus of the study.Methods: The study used a cross-sectional research design. A convenience sampling method was used to select the 83-paramedic students who participated in the study. Data were collected between July and September 2017 using a structured questionnaire. Descriptive statistics (frequencies and percentages and Spearman’s rank-order correlation coefficient) and an inferential test, ordinal logistic regression analysis, were used for data analysis.Results: High levels of paramedic students’ satisfaction and self-confidence in simulation activities were reported. Generally, the paramedic students’ demographics were associated with the satisfaction and self-confidence variables with p-values ≤ 0.04. Emergency medical care training undertaken by the paramedic students was significantly associated with self-confidence (p = 0.00).Conclusion: Clinical simulation can bridge the theory-practice gap for paramedic students. It is a hands-on approach that promotes students learning of clinical skills through reflection.

scholarly journals Uso da Escala de Satisfação dos Estudantes e Autoconfiança com a Aprendizagem (ESEAA) e da Escala do Design da Simulação (EDS) no ensino de enfermagem: relato de experiência

2018 ◽  
Vol 28 (3) ◽  
pp. 31036
Author(s):  
Ellen Cristina Bergamasco ◽  
Beatriz Murata Murakami ◽  
Diná de Almeida L. M. Da Cruz
Keyword(s):  
Student Satisfaction ◽  
Teaching Strategy ◽  
Educational Institution ◽  
Nursing Intervention ◽  
Adult Health ◽  
Simulation Design ◽  
Self Confidence ◽  
Nursing Diagnosis ◽  
The City ◽  
Students Satisfaction

AIMS: To report the experience with using the Student Satisfaction and Self-Confidence in Learning (SSSCL) and the Simulation Design Scale (SDS) in a Nursing Undergraduate course.EXPERIENCE REPORT: The experience was held in a private educational institution of the city of São Paulo, in the discipline of Adult Health I, in the 4th semester of Nursing. This discipline has two simulated scenarios: care of a patient with glycemic alteration and care of a patient with respiratory distress. The objectives of the simulation were to discuss clinical reasoning, knowledge to identify the main problem (nursing diagnosis) and the student's abilities to perform care (nursing intervention). After the simulations, the students were invited to fill in the ESEAA and EDS instruments.CONCLUSIONS: Use of the instruments allowed to identify the level of the students' satisfaction regarding the use of simulation as a teaching strategy and provided the teachers of the discipline with a reflection on the worked scenarios, revising the clarity of the objective, content and conduct of the debriefing. The results obtained from the students' responses reinforce the importance of using simulation and stimulate the teacher in the building of scenarios and developing  this strategy.

scholarly journals Efficacy of Simulation Using NLN/Jeffries Nursing Education Simulation Framework on Satisfaction and Self-Confidence of Undergraduate Nursing Students in a Middle-Eastern Country

2021 ◽  
Vol 7 ◽  
pp. 237796082110113
Author(s):  
Esra Al Khasawneh ◽  
Judie Arulappan ◽  
Jansi Rani Natarajan ◽  
Savithri Raman ◽  
Chandrani Isac
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Student Satisfaction ◽  
Educational Practices ◽  
Simulation Framework ◽  
Simulation Design ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Self Confidence ◽  
Nursing Education Simulation Framework

Introduction Utilizing simulation in nursing education is increasingly becoming a popular teaching pedagogy. Simulation provides opportunity to the nursing students to practice the clinical skills through various real life like situational experiences. Simulation improves the clinical decision making skills of the nursing students. Objective A descriptive, cross sectional, correlational study was conducted to evaluate the efficacy of simulation using NLN/Jeffries Nursing Education Simulation Framework on satisfaction and self-confidence of Undergraduate nursing students. Methods 370 undergraduate nursing students participated in the study. Educational practices, Simulation design, Student satisfaction and Self-confidence questionnaires were used. Results Majority of the nursing students perceived agreement on various domains of student satisfaction, self-confidence, educational practices and simulation design used in the curriculum. The students were self-confident to care for similar patients in the clinical area and satisfied with this instructional method. Satisfaction and self-confidence were correlated with educational practices and simulation design. Conclusion Developing simulations using NLN/Jeffries Nursing Education Simulation framework will provide meaningful, engaging, and pedagogically sound experiences for the students. Pre-briefing and de-briefing are meaningful strategies to enhance the learning of students.

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