Motivation inspiring confidence: effect of scenario-based learning on self-confidence among prelicensure nursing students

Abstract

Clinical training is the heart and soul of nursing education. Practicing nursing skills in a structured nonthreatening interactive environment affords a motivating learning experience. Scenario-Based learning (SBL) is an innovative pedagogical approach where authentic scenarios are used to support active learning strategies such as problem-based, case-based learning, role-play, and simulation. The current study aims to determine the effect of scenario-based practical training (SBPT) on nursing students’ self-confidence regarding nursing care of preterm neonates. A quasi-experimental, two-group, pre- post-test study was carried out in the neonatal intensive care unit (NICU) at University Specialized Hospital in Smouha, Alexandria. A sample of 60 senior nursing students received a didactic lecture and engaged in an interactive SBPT session regarding the care of preterm neonates and the common problems that affect them on a medium-fidelity manikin. The scenario included cues, skills, triggers, and a preordained series of actions with timing for the task to be completed. Reflection on students’ performance was done through debriefing sessions using the plus-delta model. The study results revealed that all of the nursing students in the study group exhibited high levels of confidence after SBPT compared to only 10% of those in the control group (P < 0.001). It can be concluded that the application of a motivational and interactive teaching approach as SBPT was effective in enhancing nursing students’ self-confidence in assessing, and caring for preterm neonates with familiar and complicated medical diagnoses as well as solving the common problems affecting these vulnerable age-groups.