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Titre : | Effects of preobserving peers? performance on students? anxiety, perceived competency, and satisfaction during a clinical simulation: A quasi experimental study (2022) |
Auteurs : | Sun-Hee Kim ; Eun Jung Kim |
Type de document : | Article |
Dans : | Nurse Education in Practice (Vol. 62, July 2022) |
Article en page(s) : | 103384 |
Langues: | Anglais |
Descripteurs : |
HE Vinci Anxiété ; Compétence clinique ; Élève infirmier ; Formation par simulation |
Résumé : | Aim This study aimed to determine the effects of preobserving peers? performance on students? anxiety, nursing competency and learning satisfaction in a high-fidelity simulation. Background Observing peers? performance for mental practice is reportedly effective in reducing simulation anxiety and enhancing learning, but the evidence remains insufficient. Design An experimental two-group pre?post-test design with a wait-list control group with crossover Methods Ninety-five senior nursing students enrolled in a simulation-based course at a university were categorized into two groups nonrandomly: students observing peers? performance before entering a simulation scenario (preobservation or intervention) and students not observing before a scenario experience (control). Self-reported nursing competency, state-trait anxiety inventory, perceived stress level andsatisfaction with learning were then measured. Results Self-reported nursing competency was significantly higher andthe learning satisfaction was partially higher in the preobservation group than in the control group. The preobservation group also had lower anxiety and stress levels than the control group, although the difference was not significant. Conclusions Mental practice by observing peers? performance before entering a simulation could enhance the learning and satisfaction of students who are new to simulation. |
Disponible en ligne : | Oui |
En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/pii/S1471595322000981 |