Effectiveness of Simulation on Knowledge Acquisition, Knowledge Retention, and Self-Efficacy of Nursing Students in Jordan

Akhu‐Zaheya, Laila; Gharaibeh, Muntaha; Alostaz, Ziad

doi:10.1016/j.ecns.2012.05.001

Cited by 90 publications

(48 citation statements)

References 20 publications

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“…An almost-experimental study, conducted with 110 students, aiming at basic life support training and which sought to assess students' knowledge and self-effectiveness before and after educational interventions between traditional teaching methods (PowerPoint presentation and demonstration) and high fidelity simulation, identified the statistical significance and the high self-effectiveness rates in the simulation group in relation to the group with traditional methods. 24 High fidelity simulation-based education can be an important component in preparing students for a successful transition to the clinical practice. Also, it contributes to student satisfaction, knowledge, confidence, competence, and critical thinking.…”

Section: Discussionmentioning

confidence: 99%

“…For this reason, it is important to highlight that the insertion of simulation in nursing education requires the creation of a cooperation culture to strengthen technical capacities among educators. 24 Partnerships and cooperation between educational and research institutions seem to be indispensable for strengthening these capacities.…”

Section: Satisfaction and Self-confidence In Learningmentioning

confidence: 99%

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Satisfaction and self-confidence in the learning of nursing students: Randomized clinical trial

et al. 2020

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Objective: To identify and compare satisfaction and self-confidence in the learning of nursing students from the use of simulation and traditional teaching in adult immunization scenarios in the context of Primary Health Care. Methods: A randomized controlled clinical trial. Thirty-four undergraduate nursing students from a Brazilian federal public university participated in the study. The students were allocated in two groups: dialogical exposition and training of skills (control) and dialogical exposition, training of skills and simulation (experimental). Student Satisfaction and Self-Confidence in Learning scale was applied after receiving the interventions. In the analysis of satisfaction and self-confidence in learning, the Mann-Whitney test was used for a level of significance of 5%. Results: Traditional teaching strategies and simulation promote satisfaction and self-confidence in students' learning. The experimental group presented higher mean values in most of the variables of both subscales. However, there was no statistical significance in the learning satisfaction subscale (p-value ≥ 0.05) and self-confidence in learning (p-value ≥ 0.05) between the experimental and control groups. Conclusion and implications for practice: Because they generate satisfaction and self-confidence, simulation and traditional strategies can be mutually used in nursing training.Objetivo: Identificar e comparar a satisfação e autoconfiança na aprendizagem de estudantes de enfermagem a partir do uso da simulação e do ensino tradicional, em cenários de imunização de adultos, no contexto da Atenção Primária à Saúde. Método: Ensaio clínico controlado e randomizado. Participaram do estudo 34 estudantes da graduação em enfermagem de uma universidade pública federal brasileira. Os estudantes foram alocados em dois grupos: exposição dialogada e treino de habilidades (controle), e exposição dialogada, treino de habilidades e simulação (experimental). Após receberem as intervenções, aplicouse a escala Student Satisfaction and Self-Confidence in Learning. Na análise da satisfação e autoconfiança na aprendizagem, utilizou-se o teste de Mann -Whitney, considerando-se o nível de significância de 5%. Resultados: As estratégias tradicionais de ensino e a simulação promovem a satisfação e autoconfiança na aprendizagem dos estudantes. O grupo experimental apresentou médias superiores, na maioria das variáveis, de ambas as subescalas. Porém, não houve significância estatística na subescala de satisfação na aprendizagem (p valor ≥ 0,05) e a autoconfiança na aprendizagem (p valor ≥ 0,05) entre os grupos experimental e controle. Conclusão e implicações para a prática: Por serem geradoras de satisfação e autoconfiança, a simulação e as estratégias tradicionais podem ser utilizadas mutuamente na formação em enfermagem.Objetivo: Identificar y comparar la satisfacción y la confianza propia en el aprendizaje de estudiantes de enfermería a partir del uso de la simulación y de la enseñanza tradicional en escenarios de inmunización de adultos en el conte...

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Section: Discussionmentioning

confidence: 99%

Section: Satisfaction and Self-confidence In Learningmentioning

confidence: 99%

Satisfaction and self-confidence in the learning of nursing students: Randomized clinical trial

et al. 2020

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“…따라서 간호학 생 [7,[9][10][11][12], 의대생 [13], 응급구조과 학생 [14,15], 간호사 [16][17][18][19], 의사 [20]를 대상으로 기본심폐소생술, 전문심장소생술 및 심폐 응급간호에 대한 다양한 형태의 시뮬레이션 교육의 효과가 확 인되어 왔다.…”

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Effectiveness of Student Learning with a Simulation Program focusing on Cardiac Arrest in Knowledge, Self-confidence, Critical Thinking, and Clinical Performance Ability

Min-Jeong¹,

Choi

2016

Korean J Adult Nurs

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Purpose: This study was designed to describe the effects of a nursing simulation focused on patients with cardiac arrest. The study was designed to measure knowledge, self-confidence, critical thinking, and clinical performance ability of nursing students. Methods: A non-equivalent control group quasi-experimental design was used. Thirty students in the experimental group received two hours of pre-learning and three hours of skill and simulation practice. Another thirty students in the experimental group received a two hour conventional lecture and three hours for skill practice. The post survey was completed by both groups. Results: Students in the experiemetal group scored significantly higher than students in control group. The critical thinking disposition was not significantly different between the two groups of students. Conclusion: The results indicate that a simulation education program is more effective in a number of areas including knowledge, self-confidence, and clinical performance. It is recommended that simulation education should be expanded to various clinical situations. This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/ by-nc/3.0), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

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“…Although studies regarding the effects of PBL have been inconclusive in some regards, they have shown that PBL is not more effective than LBL in terms of knowledge acquisition (Pourshanazari, Roohbakhsh, Khazaei, & Tajadini, ; Wijnen, Loyens, & Schaap, ), while also showing that PBL is more effective than LBL in terms of knowledge retention (Pourshanazari et al, ; Yew & Goh, ). For example, studies have measured the knowledge acquisition of students immediately after or one week after LBL or PBL (Akhu‐Zaheya, Gharaibeh, & Alostaz, ; Wijnen et al, ). Knowledge retention, meanwhile, has usually been measured from at least one week (Wijnen et al, ) to three months (Bowers et al, ; Tran, ) after LBL or PBL.…”

Section: Introductionmentioning

confidence: 99%

“…Knowledge retention, meanwhile, has usually been measured from at least one week (Wijnen et al, ) to three months (Bowers et al, ; Tran, ) after LBL or PBL. The types of tests used to take these measurements have included multiple‐choice tests (Akhu‐Zaheya et al, ) and tests with open‐ended questions (Kasai, Sugimoto, & Uchiyama, ), while some studies have used both multiple‐choice tests and tests with open‐ended questions (Ramsburg & Youmans, ). Some studies have also used self‐developed tests according to the study area (Ahlam & Gaber, ; Khatiban & Sangestani, ).…”

Section: Introductionmentioning

confidence: 99%

The longitudinal learning outcomes of using different teaching sequences in a nursing administration project

Lin

Chou

et al. 2019

J Nurs Manag

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Aim:To examine the effects of using different teaching sequences on knowledge acquisition, knowledge retention, self-directed learning and teamwork in a nursing administration project.Background: Compared to other professional courses, nursing administration is relatively difficult, and it is important for nursing administration students to spend long hours working in hospitals. As such, better teaching strategies utilizing proper sequencing may yield better learning outcomes for students. Methods:A longitudinal quasi-experimental design was used. A total of 129 students were assigned to two groups with which different teaching sequences were used.The investigated learning outcomes were knowledge acquisition, knowledge retention, self-directed learning and teamwork. Generalized estimating equations were used to measure the learning outcomes. Results:There was no significant difference between the two teaching sequences in terms of learning effects. One teaching strategy, problem-based learning (PBL), yielded effective student learning outcomes.Conclusion: PBL increased the students' self-directed learning and teamwork. This strategy can be applied to side-by-side co-teaching and post-graduate year training programmes. Implications for Nursing Management:The results from this study may help hospitals retain nurses and find potential nursing leaders. Instructors and nurse managers should discuss learning goals with students in advance to enhance the students' learning outcomes. K E Y W O R D S administration project, nurse management, PBL, personality, self-directed learning, teaching sequence | 1305 LIN et aL.

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Effectiveness of Simulation on Knowledge Acquisition, Knowledge Retention, and Self-Efficacy of Nursing Students in Jordan

Cited by 90 publications

References 20 publications

Satisfaction and self-confidence in the learning of nursing students: Randomized clinical trial

Satisfaction and self-confidence in the learning of nursing students: Randomized clinical trial

Effectiveness of Student Learning with a Simulation Program focusing on Cardiac Arrest in Knowledge, Self-confidence, Critical Thinking, and Clinical Performance Ability

The longitudinal learning outcomes of using different teaching sequences in a nursing administration project

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