Effects of a Standardized Patient Simulation Program for Nursing Students on Nursing Competence, Communication Skill, Self-efficacy and Critical Thinking Ability for Blood Transfusion*

Abstract

This study was conducted to identify the effects of a standardized patients (SP) simulation program for nursing students on nursing competence, communication skill, self-efficacy and critical thinking ability for blood transfusion. Methods: A nonequivalent control group non-synchronized design study was used and included as participants 96 junior nursing students at C University. The SP group (n=48) participated in the teaching class using a SP, while the control group (n=48) received conventional practice education. The outcome measurements were nursing competence, communication skill, self-efficacy, and critical thinking ability for transfusion. Results: Nursing competence, communication skill, self-efficacy, and critical thinking ability improved for students in both groups after training (2.01≤t≤13.03, p<.05). Self-efficacy showed greater improvement in students in the SP group compared to the control group (t=3.36, p<.001). Conclusion: SP simulation practice may be more effective in enhancing self-efficacy than that of conventional practice education. Whether self-efficacy will contribute to enhancing learning motivation for nursing students needs further examination.

A simulation-based nursing education of psychological first aid for adolescents exposed to hazardous chemical disasters

“…This result is in line with previous research that simulation-based education improves PFA performance competence for nurses in caring for victims of a fire disaster [4]. This simulation-based education would improve PFA performance competence by combining knowledge and skills for psychological support in a realistic environment [18][19][20].…”

Development of a Computer Simulation-based, Interactive, Communication Education Program for Nursing Students

“…In general, when a one-on-one practical education is performed for communication, it leads to problems such as extra work burdens and instructors' physical and mental fatigue when educating a large number of students ( Blodgett et al, 2018 ;Starkweather & Kardong-Edgern, 2008 ). Also, constraints of time, expense, and manpower limit the implementation of simulationbased communication education ( Joo et al, 2015 ). The ComEd program can be used by individual students and requires minimal human resources, suggesting that nursing colleges with insufficient resources can benefit.…”

The Effect of Debriefing using Reflective Questions and Writing in Simulation Training: Post Operative Care of Abdominal Surgery

“…간호학에서 임상실습 교육의 목적은 간호과정을 직접 체험 하여 임상실무능력을 증진시키는 것이다 (Shepherd, Kelly, Skene, & White, 2007). 그러나 간호교육기관의 증가에 비해 상대적 으로 부족한 실습기관 (Fanning & Gaba, 2007;Ha, 2014 (Joo, Sohng, & Kim, 2015). 이를 보완하기 위해 시뮬레이션 교육을 실시하는데 시 뮬레이션 교육은 간호대학생이 강의에서 습득하게 되는 지식 과 능력을 임상현장에 적용할 수 있고 (Cato, Lasater, & Peeples, 2009), 임상해결능력을 학습함으로써 비판적 사고를 통해 간 호역량이 향상되어 전 세계적으로 학습프로그램에 적용되고 있다 (Lasater, 2007(Lasater, , 2011Lasater & Nielsen, 2009;Lestander, Lehto, & Enqstrom, 2016 (Fanning & Gaba, 2007).…”