Abstract
Training through simulation has shown to increase relevant and specific skills sets across a wide range of areas in nursing and related professions. Increasing skills has a reciprocal relation to the development of self-efficacy. A study was conducted to assess changes in the development of self-efficacy in simulation training for 2nd year nursing students. Initial emotional states, pre and post self-efficacy, and expert ratings of simulation performance were assessed. Results show that students who displayed an increase in self-efficacy as a result of simulation training were also judged to perform better by expert ratings. The effect of simulation on self-efficacy could be influenced by initial states of physiological activation and over control. Results also showed that initial emotional states did not moderate self-efficacy development on outcome measures. These findings improve our understanding on the relationship between students’ self-efficacy and performance of practical skills and inform pedagogical designs and targeted interventions in relation to feedback and supervision in nursing education.
Highlights
Increased demands for new and more diverse skill sets are changing the professional roles and responsibilities of nursing program graduates
The results show that initial emotional states were not associated with expert ratings (F(3,23) = 1.40, p = 0.268, R2 adj = 0.040), but that positive changes in self-efficacy during simulation predicted better performance scores (F(4,22) = 3.01, p = 0.040, R2 adj = 0.236)
To test moderating states on self-efficacy, initialsimulation emotional. This pilotthe study set out a effects design of to affective see how self-efficacy changes during states measured by the did have an effect on changes in self-efficacy, where an initial would be reflected in expert ratings and how initial emotional states can moderate this physiological activation correlated positively with self-efficacy changes
Summary
Increased demands for new and more diverse skill sets are changing the professional roles and responsibilities of nursing program graduates. Simulation-based nursing education is a pedagogical approach, helping to expose students to various real-life scenarios and practice their clinical skills [2], and increasing emphasis is placed on the use of simulation and targeted practice in nursing education [3,4]. Simulations provide experiential contexts and outcomes similar to real clinical situations while in a safe and well-controlled environment. These include experiences such as self-observations as well as psychological and physiological reactions to the situational context from both the patient and the nursing student, which can in turn influence the simulated situation and the result in task performance [5,6]
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