Examining the effect of simulation based learning on self-efficacy and performance of first-year nursing students
NURSE EDUCATION IN PRACTICE, ss.139-143, 2019 (SCI-Expanded, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2019
- Doi Numarası: 10.1016/j.nepr.2019.03.012
- Dergi Adı: NURSE EDUCATION IN PRACTICE
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
- Sayfa Sayıları: ss.139-143
- Anahtar Kelimeler: Standardized patient, Self-efficacy, First-year nursing student, Simulation-based learning, TEACHING-STRATEGIES, FIDELITY SIMULATION, CRITICAL THINKING, CONFIDENCE, SATISFACTION, EDUCATION, NURSES, CARE
- Acıbadem Mehmet Ali Aydınlar Üniversitesi Adresli: Evet
Özet
Background Self-efficacy is an individual's belief in oneself and in one's own judgment and ability to be successful in a task. Strong self-efficacy allows for the achievement of success, well-being, personal development and the diversification of skills. An individual's perception of his/her self-efficacy plays a key role in adopting behaviors and initiating and sustaining change. Aims: The first aim of this study is to evaluate the effects of simulation-based learning on the self-efficacy and performance of first-year nursing students. The second aim is to examine students' pre- and post-scenario proficiency in their self-assessment of competence in regard to scenario objectives to compare the students self-assessment and their instructor's assessment in terms of performance evaluations. Methods: This semi-experimental study was conducted with sixty-five first-year nursing students. A standardized patient method was used as a simulation technique. Students' self-efficacy and their perceptions of their own competence in completing skills were measured using the General Self-Efficacy Scale and the Proficiency Assessment Form, respectively. Students' actual performance was evaluated via an Objective Structured Clinical Assessment and performance evaluation checklists. Results: The mean self-efficacy score of students was 52.68 ( +/- 10.19) before the scenario and 49.59 ( +/- 12.90) post-scenario (p = .001). With regard to their scenario objectives, a decrease was observed in students' proficiency in their post-scenario self-assessment of competence. This decrease was only statistically significant in the "Establishing a safe patient unit" objective (t = 2.27; p = .03). Conclusions: We observed that self-efficacy scores declined in the post-simulation scenario. Using standardized patients in simulation training allows novice nursing students to meet a real patient and to recognize their own true self-efficacy.