This study compared the effect of simulation and clinical experience timing on self-confidence/self-efficacy for the nursing process. Using a randomized, double-crossover design, self-efficacy was measured 3 times. Although self-efficacy was significantly higher at time 1 for students who had clinical experience, there was no difference between the groups at the end of the course (time 2). Thus, simulation increased self-confidence/self-efficacy equivalently if placed either before or after clinical experience.
The current study seeks to explore the effect of an academic course on sense of coherence (SOC) and transitory mood states. Moreover, the causal relationships between SOC and transitory mood states was evaluated. Second‐year pharmacology students completed pencil‐and‐paper questionnaires at the beginning of the semester and 3‐1/2 months later. The study group (n = 37) participated in an academic course developed to teach cognitive behavior concept and practice, whereas the control group (n = 43) had additional sessions of laboratory work. SOC increased significantly after the course while tension–anxiety and confusion decreased significantly. Structural equation analyses in the study group suggested that SOC was modified by confusion and perceived stress. No such pattern was observed in the control group.
Background: Infectious diseases are a major threat to healthcare workers and patients alike. Standard precautions (SPs) are a pivotal element in controlling their spread. However, worldwide reported compliance with SP guidelines is suboptimal among workers and students in the healthcare field.
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