Download or read book Effects of Simulated Clinical Experiences on Empathy Self Confidence and Satisfaction in Nursing Students written by Dawn L. Riess and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Nursing Students Level of Satisfaction and Self confidence with the Clinical Simulation Learning Experience written by Annette T. Mineo Brady and published by . This book was released on with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of a Simulation Experience on Student Perception of Self Confidence written by Ginny N. Little and published by . This book was released on 2013 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim is to determine if participation in a high-fidelity simulation increases student levels of self-confidence. Thirty-eight first year associate degree nursing students enrolled in a medical-surgical course in a southeastern community college participated in a diabetes simulation as part of their course. Students then voluntarily completed a survey indicating self-confidence following the simulation. Descriptive statistics were used to determine the overall mean of student responses to each question on the National League for Nursing (NLN) Student Satisfaction and Self Confidence in Learning Tool. Students rated the teaching helpful and effective with a mean score of 4.47 (sd = .951). Students indicated that simulation materials used were motivating and helped with learning with a mean score of 4.53 (sd = .862). Participants indicated confidence in mastery of simulation content with a mean score of 3.63 (sd = 1.172). Participants rated confidence in development of skills and knowledge attainment with a mean score of 4.11 (sd = 1.06). Students rated knowledge of how to use simulation activities to learn nursing skills with a mean score of 4.18 (sd = .955). The study suggested confidence in mastery of skills and content covered and perception of simulation as helpful and effective occur concurrently following the simulation experience. Data analysis indicated student's knowledge of application of simulation activities and confidence in the development of needed skills from the simulation occur mutually.

Download or read book The Impact of Simulation based Learning Experience on Student Satisfaction Perceived Self confidence and Anxiety written by Michelle Britt Warren and published by . This book was released on 2015 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of High fidelity Human Patient Simulation on Stress Levels of Associate Degree Novice Nursing Students written by Sallie Beth Todd and published by . This book was released on 2011 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nursing students have identified the clinical learning environment as one of the most stress producing components of their nursing education. Past research has shown high levels of stress can lead to decreased learning, affect clinical performance, increase clinical errors, and threaten physical or psychiatric wellbeing. The primary responsibilities of nurse educators are to help students effectively cope with their initial stress and facilitate student learning by applying the knowledge they gain in the classroom to the clinical environment. To allow students the opportunity to integrate theory into practice, the use of high-fidelity human patient simulation is becoming more widely accepted in nursing education as an instructional methodology. This study demonstrated a relationship between the use of high-fidelity human patient simulation and the reduction of stress levels in novice nursing students that has not been previously reported in the literature. The purpose of this study was to investigate the effect of high-fidelity human patient simulation on the stress levels of associate degree novice nursing students prior to their first clinical experience. Fifty-five associate degree nursing students from one technical college tested the hypothesis that novice nursing students who receive practice on a high-fidelity simulator prior to their first clinical day will experience less stress and increased client system stability than those novice student nurses who do not. This study used a quasi-experimental, pretest-posttest comparison group research design to examine self-reported stress levels on the Student Stress and Coping Inventory Clinical Experiences subscale (SSCI). Control group participants attended two clinical days in a skilled nursing facility on a long-term care unit. Intervention group participants attended a simulated clinical experience with a high-fidelity human patient simulator followed by a clinical day at the same skilled nursing facility as the control participants. The Betty Neuman Systems Model was used to investigate whether a simulated first day clinical experience will perform as a primary prevention as intervention method on system stability to reduce stressor reaction and protect the flexible line of defense for associate degree novice nursing students. Study results confirmed the hypothesis and revealed that intervention participants who did not report any experience in healthcare and participants who reported no employment in healthcare identified significantly lower levels of stress on their SSCI posttests compared to control group participants whose posttest stress scores increased. Preparation using a simulated first day clinical experience with a high-fidelity mannequin demonstrated to be a primary prevention as intervention method and increased novice nursing student system stability. Research findings confirmed a significant difference in overall mean stress scores between the intervention and control group participants who did not report any experience in healthcare and those who were not employed in healthcare. Control group participants reported higher stress scores following their initial clinical experience whereas intervention participants reported a decrease in stress following a simulated first day clinical experience and their first clinical day.

Download or read book Impact of Simulation on Nurses Self confidence written by Denise Ewens Indermuehle and published by . This book was released on 2016 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ever changing health care environment of today requires competent staff who can care for the patients' consistently changing condition. Simulation is important to nurse clinical educators as an alternate method to provide experiences, which assimilate, expand, and enhance one's clinical competence. The problem statement of this Direct Practice Improvement (DPI) project was the following: It was not known the full effects of simulation on the self-confidence of registered nurses in high-risk situations and non-routine events. The purpose of this quantitative project was to explore the effect of a non-routine event or high risk situation simulation on paired self-confidence ratings among practicing registered nurses. The clinical question was the following: Was there a significant increase in self-confidence ratings from pre-simulation to post-simulation of a non-routine event or high-risk situation among practicing registered nurses? The theoretical foundation for this project incorporated Benner's theory of stages, Oermann's Skills for Retention, and Tanner's clinical judgment model for the development of self-confidence. The design of this DPI project was a pre- and post- survey. A paired t-test was used to analyze the data. The population was 64 registered nurses who self-enrolled for an American Heart Association class, using simulation at a private health care college. This college is a private health care college that provides continuing education classes for nurses. The results of this scholarly project determined by a positive paired t-test of between -2.88 and -4.26 that there was a statistically significant difference in the registered nurses self-reported self-confidence ratings after participating in a non-routine or high risk simulation.

Download or read book Utilizing Early Simulation to Increase Clinical Confidence in Novice Nursing Students written by Dana Robinson Martin and published by . This book was released on 2014 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this project was to determine if early simulation would increase the clinical confidence of novice nursing students. A convenience sample of 20 junior nursing students in their first semester of a baccalaureate nursing program within a small, rural university participated in the project prior to their first clinical experience. The students were administered the Confidence Scale as a pre-test prior to the early simulation experience which consisted of a scenario comparable to what the students would experience in the clinical setting. After the simulation, the primary investigator facilitated a debriefing exercise and then administered the Confidence Scale again as a post-test, as well as the Student Satisfaction and Self-Confidence in Learning Instrument to determine confidence levels after the simulation. A paired samples t test was performed to evaluate the change in confidence levels after the early simulation intervention. The results indicated that there was a statistically significant improvement in confidence scores after the simulation for each of the five questions on the Confidence Scale. The Student Satisfaction and Self-Confidence in Learning instrument results also demonstrated high levels of satisfaction and confidence after the early simulation experience. Linear regression was implemented to determine relationships between the demographic information and the changes in the pre-test and post-test confidence levels. A statistically significant relationship was found between the Confidence Scale question related to confidence in portraying competence in front of an observer and employment as a home health CNA. Another statistically significant relationship was found between the Confidence Scale question related to confidence in task performance and employment as a long term care CNA.

Download or read book BSN Students Satisfaction and Self confidence in Simulation based Learning written by Aubrey Winum and published by . This book was released on 2017 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: As nurse educators prepare students to enter the real world, they are challenged to create learning methods that develop confident and competent nurses. While new graduate nurses have much to learn, they are expected to be able to work as a team, think critically, and provide a safe environment for patients. A nursing program at a small, liberal arts college in the Foothills of the Blue Ridge Mountains utilized simulation-based learning experiences to prepare students for the many situations they may face as a future nurse. The purpose of this study was to evaluate the impact these experiences had on students' perception of satisfaction and self-confidence. A non-experimental, quantitative research design was used to conduct this study. Results showed an increase in undergraduate nursing students' perception of satisfaction and self-confidence following an Adult Health II course. Both the literature review and findings of this study indicate that simulation-based learning is a valuable tool used to enhance the skills and knowledge of undergraduate nursing students.

Download or read book The Efficacy of Simulation to Enhance Clinical Reasoning Satisfaction and Self confidence in Nursing Students written by Rebecca Seaman and published by . This book was released on 2011 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Perceptions of Nursing Students of the Impact that Human Patient Simulation Had on Their Clinical Experience written by Susan Ogilvie and published by . This book was released on 2008 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Evaluation and Testing in Nursing Education written by Marilyn H. Oermann, PhD, RN, ANEF, FAAN and published by Springer Publishing Company. This book was released on 2009-05-18 with total page 463 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designated a Doody's Core Title and Essential Purchase! "Without question, this book should be on every nurse educator's bookshelf, or at least available through the library or nursing program office. Certainly, all graduate students studying to be nurse educators should have a copy." --Nursing Education Perspectives "This [third edition] is an invaluable resource for theoretical and practical application of evaluation and testing of clinical nursing students. Graduate students and veteran nurses preparing for their roles as nurse educators will want to add this book to their library." Score: 93, 4 stars --Doody's "This 3rd edition. . . .has again given us philosophical, theoretical and social/ethical frameworks for understanding assessment and measurement, as well as fundamental knowledge to develop evaluation tools for individual students and academic programs." -Nancy F. Langston, PhD, RN, FAAN Dean and Professor Virginia Commonwealth University School of Nursing All teachers need to assess learning. But often, teachers are not well prepared to carry out the tasks related to evaluation and testing. This third edition of Evaluation and Testing in Nursing Education serves as an authoritative resource for teachers in nursing education programs and health care agencies. Graduate students preparing for their roles as nurse educators will also want to add this book to their collection. As an inspiring, award-winning title, this book presents a comprehensive list of all the tools required to measure students' classroom and clinical performance. The newly revised edition sets forth expanded coverage on essential concepts of evaluation, measurement, and testing in nursing education; quality standards of effective measurement instruments; how to write all types of test items and establish clinical performance parameters and benchmarks; and how to evaluate critical thinking in written assignments and clinical performance. Special features: The steps involved in test construction, with guidelines on how to develop test length, test difficulty, item formats, and scoring procedures Guidelines for assembling and administering a test, including design rules and suggestions for reproducing the test Strategies for writing multiple-choice and multiple-response items How to develop test items that prepare students for licensure and certification examinations Like its popular predecessors, this text offers a seamless blending of theoretical and practical insight on evaluation and testing in nursing education, thus serving as an invaluable resource for both educators and students.

Download or read book Thinking Like a Nurse written by Carol Ann Reid and published by . This book was released on 2016 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book High fidelity Nursing Simulation and the Impact on Self confidence and Clinical Competence of Senior Nursing Students written by Shelly Burns and published by . This book was released on 2013 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of High Fidelity Simulated Clinical Experiences on Development of Clinical Reasoning Skills in Nursing Students written by Tracy K. Lopez and published by . This book was released on 2017 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nursing programs are increasingly facing issues with access to appropriate clinical sites, access to properly credentialed nursing faculty, and concerns regarding graduates readiness to practice safely. These issues have led to increased use of high fidelity simulation (HFS) experiences to replace traditional clinical rotations (Benner, Sutphen, Leonard & Day, 2010; Lasater, 2007a; Orsolini-Hain & Malone, 2007). Previous research has shown that traditional clinical rotations are instrumental in development of clinical reasoning skills and HFS experiences are valuable in developing technical skills. However, it does not provide insight into the impact of HFS experiences on development of clinical reasoning skills (Lapkin, Levett-Jones, Bellchambers & Fernandez, 2010). The purpose of this quasi-experimental pilot study was to determine the relationship between HFS clinical experiences and development of clinical reasoning skills in nursing students. Findings will influence the use of HFS to replace traditional clinical experiences and provide a foundation for future research on the efficacy of HFS in development of clinical reasoning skills. Analysis of data showed that there was no significant statistical difference in development of clinical reasoning skills between prelicensure nursing students attending traditional clinical experiences and those participating in simulated clinical experiences. Keywords: decision-making, high fidelity simulation, nursing, critical thinking, constructivist theory of learning, clinical reasoning, clinical judgment

Download or read book Learning from Experience written by Hui Zhang and published by Linköping University Electronic Press. This book was released on 2021-01-22 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: Simulation enhances experiential learning through creating experience to form the basis of learning, and it has been recognized as an effective pedagogy in current health professions education. As an integral element of simulation, debriefing contributes to transforming the created experience to new knowledge. Video-assisted debriefing (VAD) refers to adding audio-visual capture and review to traditional verbal debriefing (VD). Despite being regarded as ‘gold standard’ for simulation, evidence reporting educational effects of VAD is mixed and its best practice remains absent. Aims: The aims of this thesis were to develop a framework for VAD, to test and compare its effects on prelicensure nursing students’ debriefing experiences, reflective abilities and nursing competencies with VD without video, as well as to explore its potential impact on facilitators’ perceptions and practices following high-fidelity simulation. Design and methods: This thesis comprised of four studies with different research designs. Study I was a systematic review which synthesized the characteristics of existing VAD practices in health professions education and evaluated its effectiveness on learners’ reactions, learning and behaviors. Study II was a proof-of-concept study which developed of a three-phase framework for VAD and tested its preliminary effects on nursing students’ debriefing experiences, reflective abilities, and nursing competencies using a pretest-posttest design. Study III adopted a qualitative method to explore nursing students’ experiences and perspectives of a structured VAD using focus groups. Data were analyzed using thematic analysis approach. Study IV employed a mixed-method research design to investigate the impact of a three-phase VAD on nursing students’ debriefing experiences, perceived stress, as well as facilitators’ perceptions and debriefing practices. Results: Study I showed that existing VAD offered comparable educational effects as VD in terms of learners’ experiences, attitudes, and performance, except on knowledge acquisition. Video did not demonstrate its continuous advantage in debriefing, which informed the absence of best practice. The preliminary results of Study II reported that a three-phase VAD significantly improved students’ debriefing experiences (p<0.001), reflective abilities (p<0.01), and nursing competencies (p<0.001). Study III disclosed an emotional roller coaster experienced by nursing students in VAD, from unwillingness and fear of being judged, followed by stress and defensiveness, to sense of appreciation and satisfaction. Most students agreed that VAD provided a good learning experience with few preferred not to receive peer feedback after video review. Study IV demonstrated that VAD improved nursing students’ debriefing experiences (p=0.01) and caused comparable stress as VD. Repeated exposure to VAD significantly reduced stress levels. VAD also enhanced facilitators’ perceptions and debriefing practices. Conclusions: This project developed a three-phase framework for VAD, and affirmed its educational effects on improving nursing students’ debriefing experiences, reflective abilities, and competencies following high fidelity simulation, with comparable stress experienced as in VD. The finding of an emotional roller coaster experienced by nursing students in VAD challenged the snapshot of negative emotions reported in other studies, offering some clarity to the inconsistent evidence regarding learners’ experiences of VAD and contributing to its best practice. This thesis also proved that this three-phase VAD held the potential to enhance facilitators’ debriefing practices towards student-centered learning. Bakgrund: Att simulera olika vårdsituationer är idag en väl använd pedagogisk metod inom hälsoutbildningarna eftersom erfarenheten av att träna simulering kan förbättra inlärningen. Debriefing ingår som en integrerad del i simuleringen och bidrar till att omvandla erfarenheten till kunskap. Video-assisterad debriefing innebär att simuleringssituationen filmas och filmen används sedan i debriefingen. Trots att det är vanligt att använda video-assisterad debriefing är bevisen för att det är bättre än debriefing utan video oklara. Syfte: Syftet med denna avhandling var att utveckla en strukturerad video-assisterad debriefing att använda i samband med simulering på sjuksköterskeutbildningen. Att sedan testa den på sjuksköterskestudenter för att se om den påverkade deras debriefing erfarenhet, reflektionsförmåga och omvårdnadskompetens jämfört med sjuksköterskestudenter som erhöll debriefing utan video. Syftet var också att utforska handledarnas uppfattning och genomförande av video-assisterad debriefing i samband med simulering. Design och Metod: Avhandlingen består av fyra studier med olika design. Studie 1 var en systematisk litteraturstudie där 23 artiklar innehållande tidigare erfarenheter av videoassisterad debriefing från hälsoutbildningar granskades och syntetiserades. I studie 2 utvecklades en strukturerad video-assisterad debriefing i tre faser som sedan testades på sjuksköterskestudenternas (n=63) debriefing erfarenhet, reflektionsförmåga och omvårdnadskompetens genom en före-efter design. I studie 3 användes en kvalitativ design för att med hjälp av fokusgrupper utforska sjuksköterskestudenternas (n=27) erfarenheter av att använda video-assisterad debriefing. Studie 4 var en mixed-methods studie som undersökte betydelsen av en strukturerad video-assisterad debriefing jämfört med debriefing utan video på sjuksköterskestudenternas (n=145) debriefing erfarenhet och uppfattning av stress i samband med debriefingen. I studie 4 undersöktes även handledarnas (n=8) uppfattningar och genomförande av video-assisterad debriefing. Resultat: Studie 1 visade att video-assisterad debriefing var jämförbart med debriefing utan video vad det gäller erfarenheter, attityder och genomförande men var inte bättre vad det gäller förvärvande av ny kunskap. Resultaten från studie 2 visade att den strukturerade videoassisterade debriefingen signifikant förbättrade sjuksköterskestudenternas debriefing erfarenhet (p<0,001), reflektionsförmåga (p<0,01) och omvårdnadskompetens (p<0,001). Studie 3 visade att strukturerad video-assisterad debriefing var som en emotionell bergodalbana

Download or read book Learning from Their Mistakes written by Daniel Alexander Aquino and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: New graduate nurses must be prepared to practice competently with adequate clinical judgment in an environment where best practices in healthcare are constantly evolving in an effort to ensure patient safety and positive patient outcomes. The focus on restructuring nursing education to improve nurse competency and preparedness for practice has been a key component. High fidelity simulation (HFS) is a pedagogical tool gaining popularity in nursing education as it has been recognized that HFS would train novice practitioners, build problem solving, and crisis management, which would reduce the incidence of medical errors; thereby, improving patient safety (IOM, 1999). The purpose of this study was to examine how making a mistake in simulation impacts the clinical experiences of nursing students. Using a qualitative approach, the researcher conducted two focus groups of undergraduate Bachelors of Science in Nursing (BSN) students to ask questions about their experiences in simulation and in clinical. Content analysis of focus group responses indicate that students learn from the mistakes they make in simulation and in clinical rotations. Mistakes serve a purpose in the learning process of nursing students. Specifically, mistakes in simulation can prevent mistakes in high stakes clinical situations.

Download or read book The effect of nursing faculty presence on students level of anxiety self confidence and clinical performance during a clinical simulation experience written by Trisha Leann Horsley and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: