Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6846170 | Nurse Education in Practice | 2018 | 23 Pages |
Abstract
Simulations have become a common educational tool among nursing students; however, the impact of clinical simulations as tested using an experimental design is not yet well established. In a controlled intervention study, nursing students received either traditional classroom lessons (C) or traditional classroom lessons combined with simulation-based lessons at the hospital (I). The primary outcome variable was the basic knowledge of acute nursing measured by a multiple-choice questionnaire. Secondary outcome variables were grade point average, the students' perception of the learning process, and self-efficacy. Seventy-four students participated in the study; C:nâ¯=â¯36 and I:nâ¯=â¯38. Regarding basic knowledge, there was no significant difference between the groups (I:11.8â¯Â±â¯0.4, C:12.1â¯Â±â¯0.4, pâ¯=â¯0.54). The I-group had a more positive perception of the learning process (Î:6.0â¯Â±â¯1.1,pâ¯<â¯0.002) and rated their self-efficacy higher (Î:8.5â¯Â±â¯2.3,pâ¯<â¯0.002). The students reported higher levels of self-efficacy, when combining the traditional lessons and simulation-based lessons. When combining the two approaches, their fundamental knowledge is not improved.
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Authors
Britt E. Jørgensen, Mona Larsen, Bibi Gram,