Anxiety and Clinical Performance in Simulated Setting in Undergraduate Health Professionals Education: An Integrative Review

Al-Ghareeb, Amal; Cooper, Simon; McKenna, Lisa

doi:10.1016/j.ecns.2017.05.015

Cited by 58 publications

(37 citation statements)

References 45 publications

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“…On the other hand, high expectations of active student engagement and performance in simulation may promote anxiety among some students (Al‐Ghareeb, Cooper, & McKenna, ; Jeffries & Rogers, ). Such anxiety has been identified as a universal experience of students who participate in simulations, but can be so overwhelming that it reduces self‐confidence and inhibits cognitive processing and the ability to apply knowledge (Al‐Ghareeb et al, ; Najjar et al, ; Nielsen & Harder, ). At the same time, a certain level of anxiety and reduced self‐confidence may also lead to excellent performance and can enhance students' motivation to engage in simulations (Al‐Ghareeb et al, ).…”

Section: Discussionmentioning

confidence: 99%

“…Such anxiety has been identified as a universal experience of students who participate in simulations, but can be so overwhelming that it reduces self‐confidence and inhibits cognitive processing and the ability to apply knowledge (Al‐Ghareeb et al, ; Najjar et al, ; Nielsen & Harder, ). At the same time, a certain level of anxiety and reduced self‐confidence may also lead to excellent performance and can enhance students' motivation to engage in simulations (Al‐Ghareeb et al, ). Learning implies moving out of one's comfort zone, and in simulation activities, students are expected to perform while others watch their steps.…”

Section: Discussionmentioning

confidence: 99%

“…The anxiety, tension and occasional frustration that students experience may be a necessary prerequisite for learning. Educators should still bear in mind that excessive levels of anxiety may negatively influence knowledge acquisition and diminish performance and they should place emphasis on creating an atmosphere where students feel safe (Al‐Ghareeb et al, ; Dieckmann, Friis, Lippert, & Østergaard, ; Leigh, ; Nielsen & Harder, ). As our findings showed that active learning was associated with self‐confidence and satisfaction, it is indicated that the anxiety level was not too high.…”

Section: Discussionmentioning

confidence: 99%

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Elements in scenario‐based simulation associated with nursing students' self‐confidence and satisfaction: A cross‐sectional study

2019

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AimTo identify elements in scenario‐based simulation associated with nursing students' satisfaction with the simulation activity and self‐confidence in managing the simulated patient situation. The study will provide insight to improve the use of simulation as a learning strategy.DesignA cross‐sectional study.MethodThe Student Satisfaction and Self‐Confidence in Learning scale was used as the outcome measure to identify associations with elements of the Simulation Design Scale and the Educational Practices Questionnaire scale after scenario‐based simulation using patient simulators. First‐year nursing students at a university college in Norway (N = 202) were invited to participate and (N = 187) responded to the questionnaires.ResultsThe mean scores for self‐confidence and satisfaction were 4.16 and 4.57, respectively. In the final multiple linear regression analysis, active learning was associated with satisfaction with the simulation activity, while clear objectives and active learning were associated with self‐confidence in managing the simulated patient situation.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Elements in scenario‐based simulation associated with nursing students' self‐confidence and satisfaction: A cross‐sectional study

2019

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“…Stress levels during veterinary undergraduate training have been linked to high workload and assessment burdens [ 8 ]. This is mirrored in the medical nursing and midwifery literature, where both educators and student nurses report performance-based competency assessments to be potentially stressful experiences [ 9 – 12 ]. The importance of mental wellbeing and efforts to improve it are increasingly reported in the recent veterinary educational literature, particularly in relation to veterinary medicine undergraduates [ 13 – 16 ].…”

Section: Introductionmentioning

confidence: 99%

“…Al Ghareeb et al [ 12 ] note that while the terms “stress” and “anxiety” are often used interchangeably their sources are different. Stress arises due to external pressure while anxiety is an internal cognitive response.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a coaching workshop for the management of veterinary nursing students’ OSCE-associated test anxiety

Dunne

Moffett²,

Loughran

et al. 2018

Ir Vet J

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BackgroundHigh stress levels amongst undergraduates (particularly in relation to assessment) and efforts to improve mental wellbeing have been increasingly reported in the veterinary educational literature. However reports to date have primarily focused on the experiences of students of veterinary medicine, rather than veterinary nursing students.MethodsThe purpose of this mixed method sequential explanatory study was to establish the “Big-five” personality traits and quantify the level of test anxiety associated with objective structured clinical examinations (OSCEs) amongst a cohort of 23 final year veterinary nursing students at an Irish third level college. The 12 item Brief FRIEDBEN Test Anxiety Scale (B-FTAS) and the 20 item mini International Personality Item Pool (mini-IPIP) were used to identify test anxiety levels and personality traits in this cohort. Focus groups were then employed to examine the effectiveness of a coaching intervention in ameliorating this test anxiety.ResultsThe initial, quantitative, phase found these students to have higher levels of test anxiety than previously reported for undergraduates sitting written examinations. No association was found between test anxiety and neurotic personality traits in this student cohort. In the qualitative follow up phase the coaching intervention was reported to have been helpful in equipping the students to better manage test anxiety. The OSCE stressors identified in this study closely resembled those previously reported by nursing and midwifery students.ConclusionsThe shared experience of the coaching intervention and formative OSCE was reported to have been helpful in empowering the students to manage assessment-associated anxiety. Implications and recommendations for educators were identified.Electronic supplementary materialThe online version of this article (10.1186/s13620-018-0127-z) contains supplementary material, which is available to authorized users.

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A rollercoaster of emotions: An integrative review of emotions and its impact on health professional students' learning in simulation‐based education

et al. 2021

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Anxiety and Clinical Performance in Simulated Setting in Undergraduate Health Professionals Education: An Integrative Review

Cited by 58 publications

References 45 publications

Elements in scenario‐based simulation associated with nursing students' self‐confidence and satisfaction: A cross‐sectional study

Elements in scenario‐based simulation associated with nursing students' self‐confidence and satisfaction: A cross‐sectional study

Evaluation of a coaching workshop for the management of veterinary nursing students’ OSCE-associated test anxiety

A rollercoaster of emotions: An integrative review of emotions and its impact on health professional students' learning in simulation‐based education

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