Event Title
The effects of high fidelity simulation on the self-confidence and clinical competence of pre-licensure nursing students in the final semesters of an associate degree- nursing program
Location
Terry
Format
Podium Presentation
Start Date
24-1-2015 2:05 PM
End Date
24-1-2015 2:35 PM
Abstract
INTRODUCTION: Concerns for quality and safety and reports that new graduate nurses are not adequately prepared for entry into practice have led nursing faculty to implement teaching strategies such as high-fidelity simulation (HFS).
PURPOSE: The purpose of this study was to examine the effect of HFS on students’ self-confidence and faculty assessment of clinical competence during a practicum course in the final semester of a pre-licensure associate degree nursing (ADN) program.
METHODOLOGY: A quasi-experimental, pre-test, post-test research design was used to study the effect that HFS has on student self-confidence and faculty assessment of clinical competence.
RESULTS: Results showed no statistically significant differences in student selfconfidence between the control and treatment groups on the pre-test. However, on the post-test, the self-confidence of students in the treatment group increased, while students in the control group had a slight decrease, and the difference between these groups was statistically significant (p = .002). Results showed that the faculty assessment of clinical competence was lower in the treatment group than the control group on the pre-test, but the differences between these two groups was not statistically significant (p = .125). In contrast, faculty assessment of clinical competence increased in both groups on the post-test. However, the increase in the treatment group was larger, and the difference between these two groups was very statistically significant (p < .001).
CONCLUSIONS: Results of this study suggest that participation in HFS improves the self-confidence and clinical competence of students more than participation in traditional clinical experiences only.
The effects of high fidelity simulation on the self-confidence and clinical competence of pre-licensure nursing students in the final semesters of an associate degree- nursing program
Terry
INTRODUCTION: Concerns for quality and safety and reports that new graduate nurses are not adequately prepared for entry into practice have led nursing faculty to implement teaching strategies such as high-fidelity simulation (HFS).
PURPOSE: The purpose of this study was to examine the effect of HFS on students’ self-confidence and faculty assessment of clinical competence during a practicum course in the final semester of a pre-licensure associate degree nursing (ADN) program.
METHODOLOGY: A quasi-experimental, pre-test, post-test research design was used to study the effect that HFS has on student self-confidence and faculty assessment of clinical competence.
RESULTS: Results showed no statistically significant differences in student selfconfidence between the control and treatment groups on the pre-test. However, on the post-test, the self-confidence of students in the treatment group increased, while students in the control group had a slight decrease, and the difference between these groups was statistically significant (p = .002). Results showed that the faculty assessment of clinical competence was lower in the treatment group than the control group on the pre-test, but the differences between these two groups was not statistically significant (p = .125). In contrast, faculty assessment of clinical competence increased in both groups on the post-test. However, the increase in the treatment group was larger, and the difference between these two groups was very statistically significant (p < .001).
CONCLUSIONS: Results of this study suggest that participation in HFS improves the self-confidence and clinical competence of students more than participation in traditional clinical experiences only.
