BSN Students’ Perception of Satisfaction and Self-confidence After a Simulated Mock Code Experience: A Descriptive Study

Abstract

In the current healthcare environment, nurses are required to provide timely and competent responses to rapidly changing demands resulting from an increasingly expanding wealth of medical knowledge. High fidelity simulation offers unlimited opportunities to practice rare and critical events in a safe and controlled environment.Literature supports the use of simulation for the acquisition of nursing knowledge and skills. However, findings based on the students' perceptions of satisfaction and selfconfidence after these simulated experiences is inconclusive. The purpose of this descriptive study is to describe BSN students' perceptions of satisfaction and selfconfidence after a simulated mock code experience and to determine the relationship between the students' perceptions of satisfaction/self-confidence and the demographic characteristics. A convenience sample of 50 senior BSN students who were enrolled in a senior-level nursing Leadership and Management course was included in the study. The participants completed a paper-and-pencil five-point Likert scale Student Satisfaction and Self-Confidence in Learning (National League for Nursing, 2004) survey after the simulated mock code experiences. The results indicated that students were satisfied with the mock code simulation (mean=4.49, SD=0.53) and felt confident with code situations after the simulated experience (mean=4.42, SD=0.41). A significant correlation was found between the male students and satisfaction scores. Independent t-tests did not reveal significant differences between satisfaction/self-confidence and past experience as healthcare providers. However, previous experience working as an EMT was found to significantly contribute to a high level of self-confidence after simulated mock code experiences. The findings of this study provide insight into students' perceptions of self-confidence and v satisfaction toward simulation and may assist faculty to appropriately integrate simulation into nursing curriculums.

The Relationship between Self-Confidence in Learning and Clinical Educators’ Characteristics by Nursing Students

“…Furthermore, it was clear that fourth year nursing students in Minia University passed through their three previous academic years with major nursing courses that provide them with essential knowledge and psychomotor skills that help them to be confidence in clinical assignment. 1 In addition, the participants perceived their clinical educators have high level of teaching abilities. This finding supported with the study of Gaber (2011) who stated that nurse educators have a responsibility to provide nursing students with clinical instruction that is most effective at facilitating learning.…”

“…Equipping student nurses to provide patients care in getting more complicated healthcare setting is a challenge face nursing instructor, self-confidence is one of the important determinants of successful learning. Therefore, various methods should be used by nursing instructors to promote student nurse's self-confidence (Ma, 2013). 1 Self-confidence is theoretically known as a confidence in the integrity of governance and conduct.…”

“…Therefore, various methods should be used by nursing instructors to promote student nurse's self-confidence (Ma, 2013). 1 Self-confidence is theoretically known as a confidence in the integrity of governance and conduct. Ravert and McAfooes (2014) stated that self-confidence was essential aspect probably impact the critical thinking development, the ability to solve problems, and the ability to judge among student nurses during practicing in the clinical setting.…”

Competencies in Physical Examination Skills, Learning Satisfaction and Self-Confidence Levels Among Students: An Observational Methodological Study

“…21,22 Hemşire eğitimciler, hemşirelik öğrencilerini klinik uygulamada karşılaşabilecekleri her duruma hazırlayamadıkları için öğrencilerin eleştirel düşünme becerilerini, öğrenmelerini, güvenlerini ve memnuniyetlerini çeşitli öğretim yaklaşımlarıyla teşvik etmeye çalışmaktadırlar. 23 Yapılan çalışmalarda; hemşirelik öğrencileri, klinik öncesi eğitimlerin ve laboratuvar ortamlarının yeterli olmadığını, sınıf ortamında öğrendikleri teorik bilgileri klinik ortamda yeterince uygulayamadıklarını ve kendilerini klinik beceriler açısından yeterli bulmadıklarını ifade etmişlerdir. 22,24 Goldenberg ve ark., klinik öncesi uygulanan senaryo/bilgisayarlı simülasyon eğitiminin kritik durumlarda karar verme ile kognitif, psikomotor, iletişim, tartışma ve öğretim becerilerinde artma sağladığını saptamıştır.…”

Developing Qualitative Research Methodology: Using Focus Groups as a Single Research Method in a Student Motivation Study

“…Qualitative descriptive studies are the least theoretical of qualitative methodologies and aim to comprehensively summarize experiences of individuals or groups in their natural settings (Lambert & Lambert, 2012) Descriptive research has been used in many educational research studies. Descriptive studies on students in educational settings have covered many subjects , such as the context of students' perceptions on satisfaction and self-confidence (Ma, 2013), student leadership and self-motivation (Collins, 2012), academic caring (Mackintosh, 2006), student personal qualities (Pitt, Powis, Levett-Jones, & Hunter, 2014), students' reflective practice (Duffy, 2009), perceptions and behaviour of university students (Daniels & Roman, 2013), computer learning (Smith, 2007), students' self-management techniques (McDougall, 1998), students' achievement (Fransisca & Zainuddin, 2012) and student motivation (Chang, 2010;Griner, 2012;Haller, 2014;Järvelä, Volet, & Järvenoja, 2010;Oliveira et al, 2014) A qualitative descriptive approach, represented in Figure Error! No text of specified style in document.-2 below, is adapted for this exploratory research to uncover the determinants affecting students' motivation in college.…”