The effect of Simulation-based learning scenario using standardized repiratory patients on learning satisfaction, clinical skill competency and self-efficacy in Health-related department students

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.

Download Full-text

Effects of simulation-based learning on nursing students' perceived competence, self-efficacy, and learning satisfaction: A repeat measurement method

Nurse Education Today ◽

10.1016/j.nedt.2020.104725 ◽

2021 ◽

Vol 97 ◽

pp. 104725

Author(s):

Chang-Chiao Hung ◽

Hsueh-Fen S. Kao ◽

Hsiu-Chen Liu ◽

Hwey-Fang Liang ◽

Tsui-Ping Chu ◽

...

Keyword(s):

Nursing Students ◽

Self Efficacy ◽

Measurement Method ◽

Perceived Competence ◽

Learning Satisfaction ◽

Simulation Based

Download Full-text

The Relationship among Learning Satisfaction, Learning Attitude, Self-efficacy and the Nursing Students' Academic Achievement after Simulation-based Education on Emergency Nursing Care

The Journal of Korean Academic Society of Nursing Education ◽

10.5977/jkasne.2011.17.1.005 ◽

2011 ◽

Vol 17 (1) ◽

pp. 5-13 ◽

Cited By ~ 25

Author(s):

Hae-Ran Kim ◽

Eun-Young Choi ◽

Hee-Young Kang ◽

Seong-Min Kim

Keyword(s):

Academic Achievement ◽

Nursing Students ◽

Nursing Care ◽

Self Efficacy ◽

Emergency Nursing ◽

Learning Satisfaction ◽

Learning Attitude ◽

Simulation Based ◽

The Relationship

Download Full-text

Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study

Education and Information Technologies ◽

10.1007/s10639-021-10644-7 ◽

2021 ◽

Author(s):

Monira I. Aldhahi ◽

Abdulfattah S. Alqahtani ◽

Baian A. Baattaiah ◽

Huda I. Al-Mohammed

Keyword(s):

Online Learning ◽

Time Management ◽

Self Efficacy ◽

Cross Sectional Study ◽

Cross Sectional ◽

Learning Satisfaction ◽

High Satisfaction ◽

E Learning ◽

Students Satisfaction ◽

Remote Learning

AbstractThe overarching objective of this study was to assess learning satisfaction among students and to determine whether online-learning self-efficacy was associated with online learning satisfaction during the emergency transition to remote learning. This cross-sectional study involved a survey distributed to 22 Saudi Arabian universities. The survey used in this study consisted of an online learning self-efficacy (OLSE) questionnaire and an electronic learning (e-learning) satisfaction questionnaire. A total of 1,226 respondents voluntarily participated in and completed the survey. Students in medical fields made up 289 (23.6%). A Kruskal–Wallis H test and a chi-square test were used to compare the student’s satisfaction based on the educational variables. Spearman’s correlation and multiple linear regression analyses were performed to assess the association between self-efficacy and satisfaction. The findings revealed degrees of satisfaction ranging between high satisfaction and dissatisfaction. The majority of students (51%) expressed high satisfaction, and 599 students (49%) reported experiencing a low level of satisfaction with e-learning. A comparison of groups with low and high satisfaction scores revealed a significant difference in the OLSE. High satisfaction was positively correlated with the OLSE domains: time management, technology, and learning. The OLSE regression analysis model significantly predicted satisfaction. It showed that the model, corrected for education level and grade point average of the students, significantly predicted e-learning satisfaction (F = 8.04, R2 = 0.59, p = .004). The study concluded that students’ satisfaction with the e-learning experience is influenced by e-learning self-efficacy. The study’s findings lead to the practical implications and identify the need to improve the remote learning, time management and technology self-efficacy to enhance students’ satisfaction.

Download Full-text

The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course

Sustainability ◽

10.3390/su13052888 ◽

2021 ◽

Vol 13 (5) ◽

pp. 2888

Author(s):

Li Zhao ◽

Xiaohong Liu ◽

Yu-Sheng Su

Keyword(s):

Educational Technology ◽

Self Efficacy ◽

Flipped Classroom ◽

Learning Motivation ◽

Control Group ◽

Learning Achievement ◽

Learning Satisfaction ◽

Teacher Students ◽

Pre Service Teacher ◽

Experimental Group

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

Download Full-text

How to recruit inactive residents for lifestyle interventions: participants’ characteristics based on various recruitment strategies

Health Promotion International ◽

10.1093/heapro/daaa134 ◽

2020 ◽

Author(s):

Eva Smit ◽

Karlijn Leenaars ◽

Annemarie Wagemakers ◽

Koos van der Velden ◽

Gerard Molleman

Keyword(s):

Quality Of Life ◽

Self Efficacy ◽

Target Group ◽

Recruitment Strategy ◽

Recruitment Strategies ◽

Lifestyle Interventions ◽

Health Related Quality ◽

Related Quality ◽

Health Related

Summary Care Sport Connectors (CSCs) have been appointed to create a connection between primary care and physical activity (PA) sectors to stimulate inactive residents into becoming physically active. Adequate recruitment strategies are necessary to reach the intended target group in order to foster the sustainability of lifestyle interventions. The objective of this study is to explore PA behavior and health characteristics of the target group reached by CSCs and if these characteristics differ between participants when grouped based on how they were recruited. Participants from lifestyle interventions were included between September 2014 and April 2016 using a purposive sampling method. Participants were recruited through CSCs via public relations (n = 135), a personal letter (n = 136), or a referral (n = 98) and compared based on their PA level, health-related quality of life, motivation, self-efficacy, morbidity and health-related fitness. Scores were analyzed with a multi-level (mixed model) analysis measured before the intervention. The three groups were different in PA level (p = 0.002). The outcomes regarding health-related quality of life, motivation, and number of somatic disorders were also significantly different for the three groups, except for the categories of mental health (p = 0.145) and self-efficacy (p = 0.464). For all dimensions, the referral group scored the least favorable. The investment in time and money for an active recruitment strategy like referrals is worthwhile because it provides CSCs the opportunity to reach people who are inactive and at risk of chronic disease. Future studies are necessary to reveal the effect on PA levels and health in the long-term.

Download Full-text

Simulation-based Training for Pelvic and Breast Physical Examination: Effect on the Anxiety and Self-confidence of Medical Students

Revista Brasileira de Ginecologia e Obstetrícia / RBGO Gynecology and Obstetrics ◽

10.1055/s-0040-1718433 ◽

2020 ◽

Vol 42 (11) ◽

pp. 739-745

Author(s):

Talles Dias Orsi ◽

Ana Lucia Ribeiro Valadares ◽

Paula Miranda Esteves Orsi ◽

Isabella Miranda Esteves Orsi ◽

Alexandre Sampaio Moura

Keyword(s):

Medical Students ◽

Self Report ◽

Student Anxiety ◽

Factors Associated ◽

Confidence Levels ◽

Learning Satisfaction ◽

Self Confidence ◽

Breast Examination ◽

Simulation Based ◽

Before And After

Abstract Objective To evaluate factors associated with anxiety and the effect of simulation-based training (SBT) on student anxiety, self-confidence and learning satisfaction in relation to pelvic and breast examination. Methods A longitudinal study was conducted with 4th year medical students at the Universidade José do Rosário Vellano. A 12-item, self-report questionnaire on student anxiety at performing gynecological examinations was applied before and after SBT, with answers being given on a Likert-type scale. After training, the self-confidence levels and satisfaction of the students related to the learning process were also evaluated. Results Eighty students with a mean age of 24.1 ± 4.2 years were included in the study. Of these, 62.5% were women. Pre-SBT evaluation showed that students were more anxious at performing a pelvic examination than a breast examination (2.4 ± 1.0 versus 1.7 ± 0.8, respectively; p < 0.001). The primary reason for anxiety regarding both pelvic and breast examination was fear of hurting the patient. SBT significantly reduced student anxiety (2.0 ± 0.8 versus 1.5 ± 0.5, respectively; p < 0.001). The satisfaction and self-confidence of the students were found to be high (6.8 ± 0.3 and 6.0 ± 0.9, respectively), with no difference between genders. Conclusion The use of SBT in teaching students to perform pelvic and breast examinations resulted in reduced anxiety and increased self-confidence in a group of medical students of both genders, with high levels of satisfaction in relation to the training.

Download Full-text

Feasible and effective use of a simulation-based curriculum for post-graduate emergency medicine trainees in India to improve learner self-efficacy, knowledge, and skills

International Journal of Emergency Medicine ◽

10.1186/s12245-021-00363-8 ◽

2021 ◽

Vol 14 (1) ◽

Author(s):

T. Ahluwalia ◽

S. Toy ◽

C. Gutierrez ◽

K. Boggs ◽

K. Douglass

Keyword(s):

Emergency Medicine ◽

Self Efficacy ◽

Pediatric Emergency ◽

Pediatric Care ◽

Procedural Skills ◽

Knowledge And Skills ◽

Post Graduate ◽

Pediatric Emergencies ◽

Simulation Based

Abstract Background Pediatric emergency medicine training is in its infancy in India. Simulation provides an educational avenue to equip trainees with the skills to improve pediatric care. We hypothesized that a simulation-based curriculum can improve Indian post-graduate emergency medicine (EM) trainees’ self-efficacy, knowledge, and skills in pediatric care. Methods We designed a simulation-based curriculum for management of common pediatric emergencies including sepsis, trauma, and respiratory illness and pediatric-specific procedures including vascular access and airway skills. Training included didactics, procedural skill stations, and simulation. Measures included a self-efficacy survey, knowledge test, skills checklist, and follow-up survey. Results were analyzed using the Wilcoxon signed-rank test and paired-samples t test. A 6-month follow-up survey was done to evaluate lasting effects of the intervention. Results Seventy residents from four academic hospitals in India participated. Trainees reported feeling significantly more confident, after training, in performing procedures, and managing pediatric emergencies (p < 0.001). After the simulation-based curriculum, trainees demonstrated an increase in medical knowledge of 19% (p < 0.01) and improvement in procedural skills from baseline to mastery of 18%, 20%, 16%, and 19% for intubation, bag-valve mask ventilation, intravenous access, and intraosseous access respectively (p < 0.01). At 6-month follow-up, self-efficacy in procedural skills and management of pediatric emergencies improved from baseline. Conclusions A simulation-based curriculum is an effective and sustainable way to improve Indian post-graduate EM trainees’ self-efficacy, knowledge, and skills in pediatric emergency care.

Download Full-text

Promoting Problem Solving About Health Management: A Mixed-Methods Pilot Evaluation of a Digital Health Intervention for Older Adults With Pre-Frailty and Frailty

Gerontology and Geriatric Medicine ◽

10.1177/2333721420985684 ◽

2021 ◽

Vol 7 ◽

pp. 233372142098568

Author(s):

Annie T. Chen ◽

Frances Chu ◽

Andrew K. Teng ◽

Soojeong Han ◽

Shih-Yin Lin ◽

...

Keyword(s):

Older Adults ◽

Mixed Methods ◽

Health Literacy ◽

Problem Solving ◽

Self Efficacy ◽

Health Management ◽

Digital Health ◽

Post Intervention ◽

Problem Solving Skills ◽

Health Related

Background: There is a need for interventions to promote health management of older adults with pre-frailty and frailty. Technology poses promising solutions, but questions exist about effective delivery. Objectives: We present the results of a mixed-methods pilot evaluation of Virtual Online Communities for Older Adults (VOCALE), an 8-week intervention conducted in the northwestern United States, in which participants shared health-related experiences and applied problem solving skills in a Facebook group. Methods: We performed a mixed-methods process evaluation, integrating quantitative and qualitative data, to characterize the intervention and its effects. We focus on four areas: health-related measures (health literacy and self-efficacy), participation, problem solving skills enacted, and subjective feedback. Results: Eight older adults with pre-frailty and frailty (age = 82.7 ± 6.6 years) completed the study. There was an upward trend in health literacy and health self-efficacy post-intervention. Participants posted at least two times per week. Content analysis of 210 posts showed participants were able to apply the problem solving skills taught, and exit interviews showed participants’ increased awareness of the need to manage health, and enjoyment in learning about others. Conclusion: This mixed-methods evaluation provides insight into feasibility and design considerations for online interventions to promote health management among vulnerable older adults.

Download Full-text