scholarly journals Effect of a Simulated Education-based Hypoglycemia Scenario Using a High-fidelity Simulator on Acquisition and Retention of Diabetes Knowledge and Academic Self-efficacy in Nursing Students

2017 ◽  
Vol 23 (3) ◽  
pp. 319-329 ◽  
Author(s):  
Jiyoung Kim ◽  
Narae Heo
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Patient Simulation ◽  
Control Group ◽  
High Fidelity ◽  
Diabetes Knowledge ◽  
Self Confidence ◽  
Simulation Education ◽  
Simulation Based ◽  
Academic Self Efficacy

Purpose: This study evaluated the acquisition and retention effects on diabetes knowledge and academic self-efficacy of patient simulation-based hypoglycemia scenario using a high-fidelity simulator. Methods: A nonequivalent control group pretest/posttest repeated measures quasi-experimental design determined if nursing simulation using a high-fidelity simulator helps students acquire and retain diabetes knowledge and academic self-efficacy. A total of 101 nursing students from two universities participated in this study, comprising the experimental and control groups. The experimental group (n=52) at a university in S city comprised participants in an adult nursing class, nursing practicum, and simulation education. The control group (n=49) at a university in C city participated in an adult nursing class and nursing practicum without simulation education. Results: The experimental group had statistically significant group-time interaction effects on diabetes knowledge (p=.044) and self-confidence (p<.001) of academic self-efficacy compared to the control group. Conclusion: The results indicated that the patient simulation-based hypoglycemia scenario using a high-fidelity simulator applied to nursing education is useful in encouraging nursing students to engage in strategies with acquisition and retention effects, enhancing their diabetes knowledge and self-confidence of academic self-efficacy. Therefore, educators should use simulation programs effectively with nursing classes and practicum to enhance the effects of nursing competencies.

Role Assignment in High Fidelity Patient Simulation and the Effects on Nursing Students’ Self-Efficacy Development

2017 ◽  
Vol 61 (1) ◽  
pp. 671-675 ◽  
Author(s):  
Dustin T. Weiler ◽  
Jason J. Saleem
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Patient Simulation ◽  
High Fidelity ◽  
Role Assignment ◽  
Patient Simulators ◽  
Simulation Scenario ◽  
Efficacy Development ◽  
Nursing Training ◽  
The Impact

Previous studies have evaluated the effectiveness of high fidelity patient simulators (HFPS) on nursing training. However, a gap exists on the effects of role assignment in multiple-student simulation scenarios. This study explored the effects of role assignment on self-efficacy development in baccalaureate-level nursing students. Using a researcher-developed tool, based upon a previously developed and utilized tool to fit the simulation scenario, the effects of role assignment were determined. Role assignment was found to have a significant effect on self-efficacy development. Furthermore, roles that require the participant to be more involved with the simulation scenario yielded more confident scores than roles that did not require the participant to be as involved. With this study, future multi-student simulation scenarios can be adjusted knowing the impact different roles can have on self-efficacy development.

scholarly journals The Effects of Classes using Virtual Reality Simulations of the Hospital Environment on Knowledge of the Hospital Environment, Academic Self-efficacy, Learning Flow, Educational Satisfaction and Academic Achievement in Nursing Students

2021 ◽  
Vol 28 (4) ◽  
pp. 520-529
Author(s):  
Myo-Gyeong Kim ◽  
Hye-Won Kim
Keyword(s):  
Academic Achievement ◽  
Virtual Reality ◽  
Nursing Education ◽  
Nursing Students ◽  
Self Efficacy ◽  
Hospital Environment ◽  
Control Group ◽  
Educational Satisfaction ◽  
Learning Flow ◽  
Academic Self Efficacy

Purpose: This study examined the effects of virtual reality (VR)-based fundamental nursing education on nursing students’ knowledge of the hospital environment, academic self-efficacy, learning flow, educational satisfaction, and academic achievement.Methods: In total, 137 nursing students participated in this non-equivalent control group pretest-posttest study, with 69 and 68 in the experimental and control groups, respectively. Differences in the dependent variables between the two groups before and after the intervention were compared using the independent-sample t-test and Mann-Whitney U test.Results: The VR intervention group showed significantly higher knowledge of the hospital environment (t=3.88, p<.001), educational satisfaction (z=-3.82, p<.001), and academic achievement (z=-2.54, p=.011) than the control group.Conclusion: These findings indicate that VR-based education is an effective intervention for improving knowledge of the hospital environment, educational satisfaction, and academic achievement in nursing education.

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