0229 Exploring the Relationships Between Sleep, Stress, and Performance in Simulation-Based Learning

Abstract

Abstract Introduction Sleep deprivation and stress may affect performance among students. Simulation-based learning (SBL) in undergraduate nursing programs provides the opportunity for students to practice critical decision-making without fear of patient harm; however, students still report experiencing stress during SBL. Current research is unclear on the effect of sleep deprivation combined with stress on performance in SBL. The purpose of this study was to explore the association between stress, functional outcomes of sleep, and performance in SBL. Methods Elements of the Theory of Stress, Appraisal, and Coping and the National League for Nursing Jeffries Nursing Education Simulation Framework guided this study. Baccalaureate nursing students consented to participate in a 1-hour SBL experience that included the collection of one hair and 4 saliva samples for cortisol concentration. Participants completed the Functional Outcomes of Sleep- Short Form and the Perceived Stress Questionnaire. An experienced faculty member evaluated student performance using the Creighton Competency Evaluation Inventory. Results Participants (N=35) were mainly female (n=32, 91.4%), white (n=29, 82.9%), with ages ranging between 18–22 years (n=32, 91.4%), and employed outside of nursing school (n=32, 91.4%). Other ethnicities represented include Asian and African American. Kendall’s Tau correlations revealed a significant relationship between functional outcomes of sleep and perceived stress (r=-.281, p=.020). Although not significant, a small relationship was observed between functional outcomes of sleep and performance (r=.145, p=.236). No significant relationship between performance and perceived stress (r=-.099, p=.423) was identified. Conclusion This study suggests that daytime dysfunction related to sleep is related to perceived stress and performance in undergraduate nursing students during participation in SBL. Due likely to small sample size, the relationship between sleep and performance was unable to achieve significance. These findings support the need for future research exploring the effects of sleep on stress and performance with larger more heterogeneous samples of students. Support This researcher would like to acknowledge and thank the following funding sources for their generous support of this work: Marion Bender Scholarship (Saint Louis University School of Nursing), Dissertation Award from Sigma Theta Tau International-Epsilon Eta Chapter, and Southern Illinois University Edwardsville School of Nursing Faculty Scholar Award.