scholarly journals Self-Confidence of Nursing Students Related to their Simulation Learning Experience

2019 ◽  
Keyword(s):  
Nursing Students ◽  
Learning Experience ◽  
Self Confidence ◽  
Simulation Learning

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.

The relationship of praise/criticism to learning during obstetrical simulation: a randomized clinical trial

2014 ◽  
Vol 42 (4) ◽  
Author(s):  
Sumit Saraf ◽  
Jyothshna Bayya ◽  
Jeremy Weedon ◽  
Howard Minkoff ◽  
Nelli Fisher
Keyword(s):  
Nursing Students ◽  
Learning Experience ◽  
High Fidelity ◽  
Spontaneous Vaginal Delivery ◽  
Technical Performance ◽  
Self Confidence ◽  
Vaginal Deliveries ◽  
Negative Comments ◽  
Relationship Of ◽  
The Relationship

AbstractThe effect of positive vs. negative comments (praise vs. criticism) on trainees’ subsequent cognitive and technical performance is unknown, but of potential importance. We performed a randomized trial of giving either praise or criticism during simulated normal vaginal deliveries (using a high-fidelity birthing simulator) to assess the differential effect of these types of comments on students’ cognitive and technical performance, and perceived confidence after their learning experience.Medical and nursing students underwent stratified randomization to praise or criticism. Students (n=59) initially participated in a teaching demonstration and practiced normal spontaneous vaginal delivery using a birthing simulator. A baseline assessment of cognitive and technical skills, and of self-confidence, was followed by a second simulation during which positive or negative comments were given using standardized scripts. Cognitive performance, technical performance and confidence measures were then scored again.Cognitive and technical performance scores in the “praise” group improved significantly by 2.5 (P=0.007) and 1.8 (P=0.032), respectively, while those in the “criticism” group remained unchanged. The self-reported confidence scores did not show any significant change from baseline in either group.Praise strengthens students’ cognitive and technical performances, while criticism does not.

scholarly journals Evaluation of Disaster Simulation: Learning Process, Satisfaction, and Self-Confidence among Nursing Students

2021 ◽  
Vol 9 (T6) ◽  
pp. 26-30
Author(s):  
Etika Emaliyawati ◽  
Kusman Ibrahim ◽  
Yanny Trisyani ◽  
Ristina Mirwanti ◽  
Sri Utami Dewi ◽  
...  
Keyword(s):  
Nursing Students ◽  
Student Satisfaction ◽  
Learning Strategies ◽  
Learning Process ◽  
Pearson Correlation ◽  
Evaluation Instrument ◽  
Significance Level ◽  
Self Confidence ◽  
Pearson Correlation Test ◽  
Simulation Learning

BACKGROUND: An inappropriate learning process can affect student satisfaction and self-confidence. Satisfaction and self-confidence are important components in the success of the disaster simulation learning process. AIM: This study aims to determine the relationship between the disaster simulation learning process with student satisfaction and student confidence. METHODS: It was a descriptive correlational study. A total of 144 respondents were obtained by response rate of 95.4%. This study used a disaster simulation evaluation instrument. The data were analyzed using the Pearson correlation test with significance level of 95%. RESULTS: The study showed that there was a significant relationship between the disaster simulation learning process and student satisfaction (r = 0.827; p < 0.000) and self-confidence (r = 0.815; p < 0.000). CONCLUSION: The learning process that is applied should use learning strategies that can increase student activity in conducting disaster simulations so that nursing students can feel satisfied and confident about learning disaster simulations and become volunteers.

scholarly journals Improving Student Nurses’ Clinical-Reasoning Skills: Implementation of a Contextualised, Guided Learning Experience

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Indriani Yauri ◽  
Robyn Nash ◽  
Joanne Ramsbotham
Keyword(s):  
Nursing Students ◽  
Educational Intervention ◽  
Clinical Reasoning ◽  
Learning Experience ◽  
Student Nurses ◽  
Control Group ◽  
Self Confidence ◽  
Guided Learning ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

Well-developed clinical reasoning skills are central to the process of clinical judgement. However, the results of recent studies suggest that curricula and teaching approaches that support student nurses’ development of clinical reasoning skills have not yet been fully achieved. Cognitive apprenticeship offers a new approach to facilitate the development of complex thinking skills, for example, reasoning skills in making clinical decisions. This study examined the effect of an educational intervention utilizing principles of cognitive apprenticeship on students’ ability to apply clinical reasoning skills within the context of a purpose-built clinical vignette.A quasi-experimental, non-equivalent control-group design was used to evaluate the effect of the educational intervention on students’ accuracy, inaccuracy and self-confidence in clinical reasoning. Eighty-five undergraduate nursing students participated in the study. A purpose-built clinical vignette was utilised to collect data from study participants. Mixed-Design ANOVA with a significant level of p< 0.05 was employed. Both quantitative and qualitative data were collected. A statistically significant increase in students’ accuracy in clinical reasoning was found after the six-weeks educational intervention. Examination of the quantitative data at time 2 discovered a statistically significant higher accuracy in clinical reasoning score (p<0.00) of the intervention group as compared to the control group. Results from inaccuracy and self-confidence in clinical reasoning did not reach significance. Results from the qualitative data are reported separately. It is argued that interplay of small group discussion of domain specific case-scenarios and the provision of guided learning experience may play a role in achieving partially successful results.   This study makes an important contribution to nursing education by providing evidence to understand how best to facilitate nursing students’ development of clinical reasoning.

scholarly journals Eliminating the gap between the use of assistive technologies and the inclusion of people with intellectual disabilities in leisure activities

2021 ◽  
Vol 27 (2) ◽  
pp. 146045822110050
Author(s):  
Ioanna Dratsiou ◽  
Maria Metaxa ◽  
Evangelia Romanopoulou ◽  
Foteini Dolianiti ◽  
Dimitris Spachos ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
Learning Experience ◽  
Leisure Activities ◽  
Assistive Technologies ◽  
Global Satisfaction ◽  
Constructive Learning ◽  
Formal Caregivers ◽  
Self Confidence ◽  
Ict Tools ◽  
And Performance

Information and Communication Technology (ICT) tools and Assistive Technologies (AT) can support people with Down Syndrome (PDS) and Intellectual Disabilities (PID) in increasing their self-confidence and independence, enhancing skills, and competences, participating in leisure activities. For families of PDS/PID, professionals, non-formal caregivers and volunteers, the challenge is to appreciate the benefits of ICT Tools in promoting inclusion. The aim of this study is to present the interdisciplinary and multidimensional scope of the DS Leisure project aiming at promoting the inclusion of PDS/PID through innovative ICT tools and their participation in inclusive leisure activities. Particularly, 24 individuals were asked to assess the global satisfaction and performance of PDS/PID, as well as the exploitation of ICT tools. Findings suggested that PDS/PID specific social, decision-making, and communication skills were significantly improved after their participation in the Experiential Activity and the e-Training platform was positively rated and considered a constructive learning experience.

scholarly journals Eficácia da simulação na autoconfiança de estudantes de enfermagem para ressuscitação cardiopulmonar extra-hospitalar: um estudo quase experimental

2019 ◽  
Vol 29 (1) ◽  
pp. 32694 ◽  
Author(s):  
Genesis Souza Barbosa ◽  
Caio Guilherme Silva Bias ◽  
Lorene Soares Agostinho ◽  
Luciana Maria Capurro de Queiroz Oberg ◽  
Rafael Oliveira Pitta Lopes ◽  
...  
Keyword(s):  
Nursing Students ◽  
Cardiopulmonary Resuscitation ◽  
Undergraduate Students ◽  
The Self ◽  
Significance Level ◽  
Self Confidence ◽  
Intervention Protocol ◽  
Before And After ◽  
Quasi Experimental ◽  
Confidence Scale

AIMS: To verify the effectiveness of the simulation in the self-confidence of nursing students for extra-hospital cardiopulmonary resuscitation. METHODS: A quasi-experimental, before and after, single-group study, was performed with nursing undergraduate students. The sample was recruited among university students who were in the second or third year of graduation and accepted to participate in the research. The intervention protocol consisted of individual participation in a emergency simulated clinical scenario. The simulated scenario adopted consisted of cardiopulmonary resuscitation in extra-hospital cardiorespiratory arrest, using the Mini Anne Plus® low fidelity manikin. In addition to the sociodemographic variables, students' self-confidence for emergency action was analyzed, evaluated by the Self-Confidence Scale, before and after each simulation. Marginal and homogeneous Wilcoxon homogeneity tests were applied, and the accepted significance level was 5%.RESULTS: Thirteen two undergraduate students in nursing between the ages of 18 and 38 participated in the study. Statistically significant differences (p < 0.001) were observed in the answers of all the questions of the Self-confidence Scale when compared before and after the simulation. There was also a statistically significant increase (p < 0.001) in cardiological, respiratory and neurological scores after simulation.CONCLUSIONS: The simulation proved to be an effective educational strategy in increasing the self-confidence of nursing students to perform extra-hospital cardiopulmonary resuscitation.

Sign in / Sign up

Export Citation Format

Share Document