Construction and practice of a comprehensive nursing skills course with simulation in an RN-BSN program in China: a quasi-experimental study

Abstract

Background Simulation has been widely used in the teaching of pre-licensed nursing students and has shown positive results. However, there is limited evidence regarding the application of a comprehensive nursing course with simulation for Associated Degree in Nursing (ADN)-prepared nurses with different work experience times. Therefore, this study aimed to evaluate the satisfaction, self-confidence, and perceptions of scenario simulation among Chinese nurses in a comprehensive nursing skills course in an RN-BSN program. Methods A single-group post-test approach was used in the current study. Participants that completed a comprehensive nursing skills course with simulation in an RN-BSN program were enrolled. Results The mean satisfaction, self-confidence, educational practice, and simulation designs scores were rated highly. Self-confidence (p = 0.002), active learning (p = 0.020), collaboration (p = 0.030), support (p = 0.008), and problem-solving (p = 0.007) were significantly higher among students with more work experience compared to those with less experience. Then, four themes were analyzed: enthusiasm for learning, ability to experience different feelings during role-play, hybrid teaching format, and simulation fidelity. Conclusions Results demonstrated that a comprehensive nursing skills course with simulation might improve Chinese ADN-prepared nurses’ satisfaction and self-confidence in learning. Nurses with work experience gave a high rate to the scenario simulation, demonstrating that simulation can be widely applicable for students with different characteristics. Finally, the teaching strategy in the present study can be applied to more RN-BSN programs.

RN-BSN students’ perception of vSim for nursing® using the simulation effectiveness tool – modified (SET-M)

“…[11] A single-group post-test study explored 91 RN-BSN learners' satisfaction, self-confidence, and perceptions with a 72-year-old male simulated patient with type 2 Diabetes in a foundational nursing skills course in an eastern China university. [7] Overall, participants reported higher satisfaction and self-confidence with regards to the simulation. [7] Those participants with more work experience reported higher satisfaction and active learning.…”

“…[7] Overall, participants reported higher satisfaction and self-confidence with regards to the simulation. [7] Those participants with more work experience reported higher satisfaction and active learning. [7] Enthusiasm for learning and the opportunity to experience different emotions and impressions during the simulated role-playing were two themes that emerged.…”

“…[9] Virtual learning environments can be integrated to complement didactic content, augment real-life experiences, promote self-confidence, active learning, and enthusiasm for learning. [7,10,11] A seminal study with 19 RN-BSN students in a simulationenhanced health assessment course explored caring behaviors with results indicating that caring improved postintervention. [12] The caring behavior that received the highest rates were attentively listening to the patient and positive connectedness while professional knowledge and skills corresponded to the lowest rating.…”

“…[6] In China, there are more than 3.2 million RNs and a 2015 survey of 51,406 participants ascertained that 94.8% received a college education (ADN-certificated prepared RN) while 53.8% had a bachelor's degree. [7] ADN-RNs in China can enroll in RN-BSN programs though many have expressed a lack of confidence to advance their careers. [7] A study in Tibet explored 663 nursing participants and their need for continuing nursing education.…”

“…[7] ADN-RNs in China can enroll in RN-BSN programs though many have expressed a lack of confidence to advance their careers. [7] A study in Tibet explored 663 nursing participants and their need for continuing nursing education. [8] Findings revealed 33 participants (4.98%) had technical secondary school, 336 (50.68%) had college level, 394 (44.34%) had a bachelor's degree with none having a master's degree or above.…”