Examining the Effect of Simulation-Based Teaching in Internal Medicine Nursing on Nursing Students

Abstract

Background: The use of simulation in the teaching of internal medicine nursing is important to ensure patient safety during clinical applications.Aim: This study aimed to examine the effect of simulation applications used in the teaching of the 2nd-year internal medicine nursing course and the perceived self-efficacy levels on anxiety, satisfaction with learning, and selfconfidence in students taking the course at the Faculty of Nursing.Methods: In this study, mixed methods both qualitative and quantitative methods were used. The research was carried out with 127 second-year students at the faculty of nursing between September 2019 and May 2020. Data were collected using Demographic and Descriptive Data Form, Generalized Perceived Self-efficacy Scale, Spielberg State Anxiety Inventory, Student Self-Confidence Scale and Satisfaction Scale. Interview Form consisting of semistructured questions was used for qualitative data. Results:Students' state anxiety level was moderate before the simulation. The pre-simulation anxiety level of the students was higher than the post-simulation level; the generalized perceived self-efficacy was at a good level. Satisfaction and self-confidence regarding the simulation were high after both applications. As students' generalized perceived self-efficacy scores increased, their anxiety levels decreased (except after the first application), satisfaction with learning and self-confidence increased, but academic achievement was not affected. From the qualitative data, two main themes and two sub-themes under each main theme were determined. The main themes were grouped as "Reactions during simulation" and "Self-evaluation after simulation". Conclusion:It was determined that simulation activities were effective in improving the teaching of internal medicine nursing and that these practices positively affected the anxiety and learning satisfaction and self-confidence of those who perceived their self-confidence as high. It is considered that the use of simulation method in internal medicine nursing courses will increase teaching success.

The Impact of Single-Dose Debriefing for Meaningful Learning Training on Debriefer Quality, Time, and Outcomes: Early Evidence to Inform Debriefing Training and Frequency

“…Knowledge gained by learners is an antecedent to foundational competence (McDermott & Dreifuerst, 2022), aligned with a competency-based or mastery learning model (Graebe, 2019; McGaghie et al, 2014). Although much assessment literature includes self-reported satisfaction with the learning experience (Demirtas et al, 2022) and confidence (Chen et al, 2020), the use of self-report has inherent limitations because novice nursing learners lack the ability to accurately self-evaluate (Bradley et al, 2022), nor does it demonstrate progressive achievement of the competencies required of practice-ready nurses (AACN, 2021).…”