scholarly journals Clinical Ability, Learning-Attitudes, and Self-Confidence among Nursing Students in Their First High-Fidelity Simulation Training

2017 ◽  
Vol 2 (3) ◽  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Simulation Training ◽  
Confidence Score ◽  
Practical Experience ◽  
Average Score ◽  
Training Methods ◽  
Self Confidence ◽  
Learning Attitudes ◽  
Simulation Scenario

Objectives: This is a descriptive study to investigate the clinical ability, learning attitudes, and self-confidence in nursing students after simulation training. Methods: The participants of this study were 54 third-year nursing students in a city in Korea who had never received simulation-based education. Simulation training was conducted during the ‘adult nursing practice’ curriculum in the third year at the beginning of clinical practice, during the 10 hours of ‘surgical system nursing’. The topic of the simulation scenario was ‘nursing care for patients after abdominal operations’. Data were analyzed with SPSS 22.0, using mean, standard deviation, and percentage. Results: The results of the simulation training showed that all the groups were able to perform the ‘hand washing’ items for the clinical ability. In addition, the average score of learning-attitude after simulation training was 4.0 points (out of 5 points). Among the average scores, ‘recognition of my weaknesses and strengths’ averaged 4.4 points, ‘active discussions and opinions shared through debriefing’ averaged 4.3 points, and the lowest scoring item, ‘decreased anxiety in clinical practice’, averaged 3.4 points. The confidence score after the simulation training was 6.5 (out of 10). Conclusions: If simulation training were carried out continuously rather than once, it could help nursing students have confidence in learning attitudes and patient care. In order for nursing students to have practical experience with clinical situations, simulation training needs to be continuous.

scholarly journals Supplementing Clinical Practice in Nursing Homes With Simulation Training: A Qualitative Study of Nursing Students’ Experiences

2020 ◽  
Vol 6 ◽  
pp. 237796082098178
Author(s):  
Camilla Olaussen ◽  
Ingunn Aase ◽  
Lars-Petter Jelsness-Jørgensen ◽  
Christine Raaen Tvedt ◽  
Simen A. Steindal
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Nursing Homes ◽  
Simulation Training ◽  
Research Literature ◽  
Student Experiences ◽  
Learning Support ◽  
Group Interviews ◽  
Practice Period ◽  
Sense Of Mastery

Introduction Limited access to nurse supervisors, insufficient learning support and staff with high workloads are well documented in the research literature as barriers to nursing students´ learning in clinical practice in nursing homes. Due to these barriers nursing students may benefit from additional learning support from nurse educators during their clinical practice period. Objective The study aimed to explore nursing students’ experiences of supplementary simulation training as a tool to support learning during clinical practice in nursing homes. Methods A descriptive qualitative design was used. Twenty-seven first-year nursing students from a university college in Norway were interviewed after attending a seven-week practice period in nursing homes with supplementary simulation training. Three semi-structured focus group interviews were audio recorded, transcribed, and analysed using systematic text condensation. Findings Three categories of student experiences were identified: enhancing the reasoning behind care, transferring knowledge and experiences between the learning environments and enhancing the sense of mastery. Conclusion The supplementary simulation training seemed to complement clinical practice by consolidating the students’ learning during the clinical practice period, enhance the students’ motivation and sense of mastery, and consequently their efforts to seek out new challenges, explore and learn both in the clinical and the simulated environment.

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 Effects of mentoring in reducing clinical stress levels of nursing students during experiences in their first clinical practiceHemşirelik öğrencilerinin ilk klinik uygulamada deneyimledikleri stres düzeylerini azaltmada mentorlük uygulamasının etkisi

2018 ◽  
Vol 15 (1) ◽  
pp. 280 ◽  
Author(s):  
Serpil Sü ◽  
Bilgen Özlük ◽  
Nesime Demirören
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Clinical Application ◽  
Stress Level ◽  
First Grade ◽  
T Test ◽  
Average Score ◽  
Stress Levels ◽  
First Time

Clinic based learning, which forms the basis of the nursing education program, is one of the most stressful situations in nursing students. One of the ways of guiding the students at the clinic is mentoring, which is one of the methods to reduce the stress of the student nurses in the clinical learning environment. This study aims to determine the effect of mentoring on the clinical stress levels of nursing students who have been practicing for the first time. This study, designed as quasi-experimental, was conducted with a total of 124 nursing students who were studying in the first grade (n: 105) and third grade (n: 19) nursing departments of a university.  The data of the study were collected using  the "Personal Information Form" and "Clinical Stress Questionnaire" (CSQ). Ethical committee approval for the research and written permission from the university where the research was conducted were taken.  Number, percentage, mean, t test and t test for dependent groups were used in the analysis of the study. It was determined that the students who participated in the research had a mean age of 19.0 ± 0.83, 81% of them were female students, 64.8% were willing to nursing department and 29.5% were working with mentor. The mean total clinical stress score of students was 37.84±8.48 before clinical application and 34.61±9.42 after clinical application. it was found that the post-implementation clinical stress average score ( post test = 34.14) was lower than the pre-test clinical stress average score ( pre test = 38.14).  The clinical stress level total score (31.06 ± 11.36) of the students working with mentor was found to be statistically significantly (p<0.05) lower than the clinical stress level total score (35.90 ± 10.58) of students working without mentor. 87.1% of the students stated that they are satisfied with the mentoring.It was determined that working with the mentor was effective in reducing the clinical stress levels of the nursing students who were for the first time in clinical practice. It is suggested that use the mentoring application to reduce the clinical application stress of the nursing first grader students.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetHemşirelik eğitim programının temelini oluşturan kliniğe dayalı öğrenme hemşirelik öğrencilerinde en çok stres yaratan durumlar arasında yer almaktadır. Öğrencilere klinikte rehber olma yollarında biri olan mentorlük uygulaması, klinik öğrenme ortamında öğrenci hemşirelerin stresini azaltan yöntemler arasındadır. Bu çalışma, ilk defa klinik uygulama deneyimi yaşayan hemşirelik birinci sınıf öğrencilerinin klinik stres düzeyleri üzerinde mentörlük uygulamasının etkisini belirlenmeyi amaçlamaktadır. Yarı deneysel olarak tasarlanan bu çalışma, bir üniversitenin hemşirelik bölümü birinci (n:105) ve üçüncü (n:19) sınıfta öğrenim gören toplam 124 öğrenci hemşire ile gerçekleştirildi. Araştırmanın verileri “Kişisel Bilgi Formu” ve “Klinik Stres Anketi” (KSA) kullanılarak toplandı. Çalışma için etik kurul onamı ve araştırmanın yapıldığı kurumdan yazılı izin alındı. Araştırmanın analizinde sayı, yüzde, ortalama, t testi ve bağımlı gruplar için t testi kullanıldı. Araştırmaya katılan öğrencilerin yaş ortalamalarının 19.0±0.83 olduğu, %81’inin kız öğrenci, %64.8’inin hemşirelik bölümüne isteyerek geldiği ve %29.5’inin de mentor ile çalıştığı belirlenmiştir. Öğrencilerin toplam klinik stres puan ortalaması, klinik uygulamadan önce 37.84±8.48 iken, klinik uygulama sonrası 34.61±9.42 olduğu tespit edilmiştir. Öğrencilerin klinik uygulama sonrası, klinik stres ortalama puanın ( sontest =34.14), uygulama öncesi klinik stres ortalama puanından (( öntest =38.14) daha düşük olduğu belirlenmiştir. Mentör ile çalışan öğrencilerin klinik stres düzeyi toplam puanının (31.06±11.36), mentör ile çalışmayan öğrencilerin klinik stres düzeyi toplam puan (35.90±10.58) ortalamasına göre istatistiksel olarak anlamlı (p<0.05) şekilde daha düşük olduğu belirlenmiştir. Öğrencilerin %87.1’i mentörlük uygulamasından memnun olduklarını belirtmişlerdir. Bu çalışma sonucunda, ilk defa klinik uygulama deneyimi yaşayan öğrenci hemşirelerde, klinik uygulamada mentör öğrenci ile birlikte çalışmanın klinik stres düzeyini azaltmada etkili olduğu belirlenmiştir. Hemşirelik birinci sınıf öğrencilerinin klinik uygulama stresini azaltmada mentorlük uygulamasının kullanması önerilir.

scholarly journals Needs Assessment for a VR-Based Adult Nursing Simulation Training Program for Korean Nursing Students: A Qualitative Study Using Focus Group Interviews

2020 ◽  
Vol 17 (23) ◽  
pp. 8880
Author(s):  
Jaehee Jeon ◽  
Jin Hee Kim ◽  
Eun Hee Choi
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Focus Group ◽  
Qualitative Study ◽  
Training Program ◽  
Simulation Training ◽  
Focus Group Interviews ◽  
Emergency Situations ◽  
Essential Components ◽  
Group Interviews

Virtual reality programs are being actively utilized in various education fields, but not many have been developed/used in nursing. This study aimed to explore the essential components and improvements needed in an adult nursing VR-based simulation training program for nursing students through focus group interviews (FGIs). This was a qualitative study. Fourteen nursing students from three cities in Korea who had experienced clinical practice and simulation training participated. They were divided into three FGIs. Data were collected from February–March 2020. We analyzed the data from the FGIs using Colaizzi’s phenomenological methodology. In total, 40 themes emerged, divided into 13 theme clusters and the following four categories. When developing an adult nursing VR-based simulation training program, the development should focus on addressing the limitations of conventional clinical practice, and these should be analyzed; it should also reflect students’ needs, including the following: provide an array of scenarios/skills to be trained; difficulty-specific learning scenarios; immediate feedback (e.g., those in computerized games); simulate emergency situations; simulate clinical cases that are difficult to experience in clinical practice; and allow for the training of patient–nurse communication skills.

scholarly journals Student interprofessional mental health simulation (SIMHS): evaluating the impact on medical and nursing students, and clinical psychology trainees

2019 ◽  
Vol 14 (1) ◽  
pp. 46-58 ◽  
Author(s):  
Chris Attoe ◽  
Mary Lavelle ◽  
Susan Sherwali ◽  
Katharine Rimes ◽  
Zaina Jabur
Keyword(s):  
Mental Health ◽  
Professional Development ◽  
Clinical Practice ◽  
Nursing Students ◽  
Simulation Training ◽  
Content Type ◽  
Psychology Trainees ◽  
Clinical Psychology Trainees ◽  
Health Simulation ◽  
The Impact

Purpose Mental health simulation is the educational practice of recreating clinical situations in safe environments using actors, followed by structured debriefing, to foster professional development and improve care. Although evidence outlines the benefits of simulation, few studies have examined the impact of interprofessional mental health simulation on healthcare trainees, which is more reflective of clinical care. The purpose of this paper is to evaluate the impact of mental health simulation training on students’ confidence, attitudes, knowledge and perceived professional development and anticipated clinical practice. Design/methodology/approach Participants (n=56) were medical (41 per cent) and mental health nursing students (41 per cent), and clinical psychology trainees (18 per cent). Six simulated scenarios, involving one to three trainees, were followed by structured debriefs with trained facilitators. Scenarios, using actors, reflected patient journeys through emergency, medical and psychiatric settings. Participants’ confidence, knowledge and attitudes were measured quantitatively using pre- and post-course self-report questionnaires. Perceptions of impact on professional development and clinical practice were assessed using thematic analysis of post-course questionnaire responses. Findings Knowledge, confidence and attitudes scores showed statistically significant increases, with large effect sizes. Thematic analyses highlighted themes of: interprofessionalism, communication skills, reflective practice, personal resilience, clinical skills and confidence. Research limitations/implications Further research should clarify the impact of interprofessional simulation training on mental health practice in the context of other training received. Practical implications Simulation training may begin to influence participants’ professional development and future clinical practice and subsequently care delivered, supporting its increased use in mental health. Originality/value This study adds to nascent understandings of the use and potential of interprofessional mental health simulation, outlining innovative training, its positive outcomes and implications.

scholarly journals Perceived stress of clinical practice among associate degree nursing students in Taiwan

2020 ◽  
Author(s):  
Chia-Shan Wu ◽  
Jiin-Ru Rong ◽  
Mei-zen Huang
Keyword(s):  
Clinical Practice ◽  
Health Status ◽  
Nursing Students ◽  
Perceived Stress ◽  
General Health ◽  
Average Score ◽  
General Health Status ◽  
Cross Sectional ◽  
Clinical Placements ◽  
Cart Analysis

Abstract Background: Clinical placements play an important role in helping nursing students to achieve clinical competence, but these placements can be highly challenging and stressful. This study aimed to examine factors associated with perceived stress of clinical practice and to investigate the effect of health status on perceived stress.Methods: This was a cross-sectional quantitative study conducted among 724 associate nursing degree students in Southern Taiwan.Results: Health status scores varied from 28–139, with an average of 68.40 (SD = 25.75). Perceived stress scores ranged from 0–95 points with an average score of 36.65 (SD ± 15.95). Factors linked to perceived stress were general health status, practice subject, practice grade, gender, and sleeping hours. The CART analysis showed health status as the most important predictor to perceived stress.Conclusions: General health status can be used as a measure to predict vulnerability to stress and to identify students who are most vulnerable.

Near-peer interprofessional simulation training in an undergraduate setting

2018 ◽  
Vol 5 (2) ◽  
pp. 111-113
Author(s):  
Matthew Young ◽  
Tansy Wilkinson
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Human Factors ◽  
Simulation Training ◽  
Human Factor ◽  
Professional Role ◽  
Peer Educators ◽  
Self Assessment ◽  
Related Field ◽  
Before And After

To assess the effectiveness of near-peer educators to improve human factors education for medical and nursing students managing an unwell simulated patient. 12 medical and eight nursing students volunteered. Doctors and nurses qualified for less than 2 years were used to run and debrief the sessions. Self-assessment Likert-scale questionnaires, focussing on topics related to human factors along with differences between near-peer and senior-led simulation sessions, were used before and after the intervention. The results showed an improvement in every question for topics related to human factors. The highest post-programme scores were in escalation of care and knowing professional role or limitations. Students scored near-peers highly in relation to relevance to practice, content covered and approachability. The post-programme questionnaires show students prefer near-peer to senior-led simulation sessions. The interprofessional nature was well received. Our project differs from traditional undergraduate simulation, where students can act out of the role they are training in. Near-peer educators appear to be more approachable and cover content more relevant to clinical practice compared with senior staff. Improvements were seen in every human factor related field.

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