Anxiety, Clinical Decision-making, Nursing Students, Simulation Training
Conditions
Keywords
Anxiety, Clinical decision-making, Simulation training, Nursing students
Brief summary
Background: Nursing education aims to provide students with knowledge and skills related to the profession and develop students in terms of personal characteristics such as clinical decision-making, problem-solving, and critical thinking. Innovative approaches and interactive learning strategies are needed during education periods to increase skills and personal development. Aim: The study aimed to investigate the effect of computer simulation and imagery learning techniques in psychomotor skills training of nursing students on self-confidence and anxiety in clinical decision-making and academic achievement. Design: It is an experimental study with a pretest-posttest design with two intervention groups. Setting: The study was conducted between December 2023 and January 2024 at the faculty of health sciences of a university in Turkey's central region.
Detailed description
Background: Nursing education aims to provide students with knowledge and skills related to the profession and develop students in terms of personal characteristics such as clinical decision-making, problem-solving, and critical thinking. Innovative approaches and interactive learning strategies are needed during education periods to increase skills and personal development. Aim: The study aimed to investigate the effect of computer simulation and imagery learning techniques in psychomotor skills training of nursing students on self-confidence and anxiety in clinical decision-making and academic achievement. Design: It is an experimental study with a pretest-posttest design with two intervention groups. Setting: The study was conducted between December 2023 and January 2024 at the faculty of health sciences of a university in Turkey's central region. Methods: The Turkish version of the Self-Confidence and Anxiety in Clinical Decision Making scale was used at the beginning (pre-test) and end (post-test) of the four-week sessions of the interventions. Moreover, the Academic Achievement Test was used at the end of the interventions. Differences in mean scores between the groups were analyzed with mixed-design ANOVA.
Interventions
OTHERComputer-assisted simulation technique training group
After the training given with the demonstration method, the training videos on https://www.montgomerycollege.edu/academics/departments/nursing-tpss/nursing-simulation-scenario-library.html were shown to the participants using interactive training methods in parallel with this training.
OTHERImagery GROUP
After the training given with the demonstration method, scenarios suitable for the imagery technique were prepared by the second trainer (Ö.S.A.) in parallel with this training and CAST training.
Sponsors
Bozok University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
BASIC_SCIENCE
Masking
NONE
Intervention model description
It is an experimental study with a pretest-posttest design with two intervention groups.
Eligibility
Sex/Gender
ALL
Age
18 Years to 35 Years
Healthy volunteers
Yes
Inclusion criteria
* taking the Fundamentals of Nursing course for the first time, * being have to attend to the Fundamentals of Nursing course, * having a GPA above 1.80, * volunteering to participate in the study. It was determined that there were 96 students enrolled in the Fundamentals of Nursing course.
Exclusion criteria
* who did not attend regularly during the sessions
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Primer Outcome | PRE TEST-POST TEST (1 month apart) | Nursing Anxiety and Self-Confidence with Clinical Decision Making Scale: It was developed by White et al. in 2011. The Turkish validity and reliability study of the scale was performed by Bektaş et al. (2017). The scale consists of two sections (self-confidence and anxiety) and 27 items on a six-point Likert scale. The scale has three sub-dimensions for both self-confidence and anxiety sections; using sources to acquire information and listening to them carefully (13 questions), using the information in hand to determine the problem (7 questions), and knowing and taking action (7 questions). Separate scores are obtained for self-confidence and anxiety. As the score obtained from the self-confidence section increases, students' self-confidence levels increase. As the score obtained from the anxiety section decreases, students' anxiety levels decrease. The lowest score that can be obtained from the self-confidence and anxiety sections is 27, and the highest score is 162. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Secondary Outcome | post test (after 1 month) | Academic Achievement Test: This test was prepared by the researchers. The test included a total of 20 questions related to the subjects taught. A minimum of 0 points and a maximum of 100 points can be obtained from the test. The higher the score obtained from the test, the higher the level of success. |
Countries
Turkey (Türkiye)
Outcome results
None listed