Abstract
Background The purpose of this comparative research study was to demonstrate the effect of simulation activities on critical thinking and self-confidence in an electrocardiogram nursing course. Method The treatment group ( n = 70) received weekly simulation exposure in addition to lecture (500 minutes combined total), and the control group ( n = 70) received weekly lecture (400 minutes total didactic instruction). Results Critical thinking and self-confidence measures showed no significant differences between the groups, except when controlled by semester level. The second-semester senior students scored significantly higher in both critical thinking and self-confidence measures. A pre- and postsimulation measure of self-confidence demonstrated statistically significant improvement following simulation. Conclusions Higher critical thinking scores were significantly related to higher self-confidence ratings, as was student employment on a telemetry unit.
Published Version
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