Does prior exposure to clinical critical events influence stress reactions to simulation session in nursing students: A case-control study

Abstract

BackgroundSimulation is a pedagogical method known to be a generator of stress, that could be influenced by previous stressful experiences. ObjectivesThe purpose of this study was to determine the impact of previous experience with a clinical critical event on the stress experienced by nursing students during simulation session of critical events, and on the stress experienced during clinical critical events subsequent to the training. DesignObservational case-control study. SettingsFour critical event scenarios were created using full-scale simulation. ParticipantsTwo hundred and fifteen undergraduate nursing students of semester four. The control group (n = 112) consisted of learners who had not previously experienced a critical event. The prior exposure group (n = 103) consisted of learners who had experienced a critical event prior to the course. MethodsStress levels were assessed using the self-report stress numerical rating scale-11. ResultsThere was no significant difference in the level of stress between the prior exposure group and the control group before, during or expected after the simulation session. A significant decrease in stress was observed in both groups from before the course to during the session (p < 0.05) and expected after the session (p < 0.05). There was no significant difference between the expected post-session stress level and the stress levels reported four months after the training (p = 0.966). At four months, there was no significant difference in stress levels between the groups (p = 0.212). ConclusionsThe prior experience of a clinical critical event before a simulation course did not influence their reported stress level during the simulation session. Conversely, simulation-based training of critical situations appears to reduce the level of self-assessed stress during critical events in clinical practice after the training.