Impact of a Standardized Patient Simulation on Behavioral Health Nurse Resident Confidence and Satisfaction in Learning

Haskell, Brittany; Thul, Susan

doi:10.1097/nnd.0000000000000620

Cited by 6 publications

(4 citation statements)

References 15 publications

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“…In this study, the degree of satisfaction and self-confidence obtained by nursing students after the high-fidelity clinical simulation was evaluated. The results have shown average scores above 4 for both dimensions, which shows that students satisfactorily value simulation during academic training, these results are similar to those found in other studies that also use the SCLS to assess satisfaction and self-confidence [11,12,18,19,59]. In our sociocultural context, a study also showed that satisfaction with simulation is very high (96% totally agree/In agreement) and that simulation promotes self-confidence (80,6% totally agree/In agreement) [34].…”

Section: Plos Onesupporting

confidence: 87%

Reliability and validity study of the Spanish adaptation of the “Student Satisfaction and Self-Confidence in Learning Scale” (SCLS)

et al. 2021

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The European Higher Education Area (EHEA) recommends the use of new educational methodologies and the evaluation of student satisfaction. Different instruments have been developed in Spain to evaluate different aspects such as clinical decisions and teamwork, however no instruments have been found that specifically evaluate student self-confidence and satisfaction during clinical simulation. The aim was to translate the Student Satisfaction and Self-Confidence in Learning Scale (SCLS) questionnaire into Spanish and analyse its reliability and validity and understand the level of satisfaction and self-confidence of nursing students with respect to learning in clinical simulations. The study was carried out in two phases: (1) adaptation of the questionnaire into Spanish. (2) Cross-sectional study in a sample of 489 nursing students. The reliability and exploratory and confirmatory factorial analyses were performed. To analyse the relationship of the scale scores with the socio-demographic variables, the Fisher Student T-test or the ANOVA was used. The scale demonstrated high internal consistency reliability for the total scale and each of its dimensions. Cronbach’s alpha was 0.88 (0.83 to 0.81) for each of the dimensions. The exploratory and confirmatory factor analysis showed that both the one-dimensional and two-dimensional models were acceptable. The results showed average scores above 4 for both dimensions. The SCLS-Spanish translation demonstrated evidence of its validity and reliability for use to understand the level of satisfaction and self-confidence of nursing students in clinical simulation. Clinical simulations help students to increase their levels of confidence and satisfaction, enabling them to face real scenarios in clinical practice.

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Section: Plos Onesupporting

confidence: 87%

Reliability and validity study of the Spanish adaptation of the “Student Satisfaction and Self-Confidence in Learning Scale” (SCLS)

et al. 2021

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“…Other quasi-experimental design studies in the field of emergency medicine found significant and favourable relationships in the dimensions of satisfaction, confidence, and motivation following the performance of high-fidelity simulations by students [ 23 , 24 ]. Therefore, the benefits of high-fidelity simulations in terms of student learning calls for further research in this field [ 25 , 26 ].…”

Section: Introductionmentioning

confidence: 99%

Efficacy of a Standardised Patient Simulation Programme for Chronicity and End-of-Life Care Training in Undergraduate Nursing Students

Escribano

Cabañero‐Martínez

Fernández‐Alcántara

et al. 2021

IJERPH

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Background: Standardised patient simulations seem to be useful for improving the communication skills of health sciences students. However, it is important to define the effectiveness of these types of interventions in complex scenarios linked to disease chronicity and end-of-life contexts. Methods: A quasi-experimental study with pre- and post-intervention measures was carried out in a single group. A total of 161 nursing students completed different assessment instruments to measure their attitudes towards communication (Attitude Toward Communication Scale), self-efficacy (Self-Efficacy of Communication Skills, SE-12), and communication skills (Health Professionals Communication Skills Scale, EHC-PS) before and after simulation training with standardised patients. The objective of the program was to train students in non-technical skills for complex situations involving chronicity and end-of-life care. It comprised eight sessions lasting 2.5 h each. Results: The results showed notable baseline gender differences in attitudes towards communication and in the informative communication dimension, with women obtaining higher scores. The participants’ self-efficacy and communication skills significantly improved after completing the intervention, with no significant differences being found for the attitudes towards communication variable. Conclusion: The standardised patient simulation programme for complex scenarios related to chronicity and end-of-life contexts improved communication self-efficacy and communication skills in these nursing students. In future work it will be important to analyse the influence of gender and attitudes towards communication as variables in the learning of communication skills in nursing students.

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“…Simulation is an instructional strategy that provides for a realistic, safe, and context-rich learning environment to practice clinical skills (National League for Nurses, 2019). Although the kinetic learning of most clinical skills is appropriately simulated with a mannequin, the relationship and communication skills of behavioral health nursing, such as nonverbal cues, body language, facial expression, and physical movements, are not (Haskell & Thul, 2020). Best practices in the simulation course design included performing a needs assessment, developing measurable objectives, designing a realistic scenario, maintaining a participant-centered approach, allotting time for both prebrief and debrief, evaluating learner’s experiences, and providing supplemental materials to assist the learner in meeting the identified learning objectives (INACSL Standards Committee, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Reducing (Behavioral) Restraint Use Through Simulation at the Bedside

Miller,

Treseler,

Pignataro

2024

J Nurses Prof Dev

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Hospitals are experiencing an influx of patients in active behavioral crises, leading to restraints as a behavior management strategy. Over 100 staff participated in simulation training designed to manage escalating patient behavior. The training had a direct impact on the reduction of restraint use and increased preparedness and confidence of participants managing escalating patient behavior. Results suggest simulation can be an effective strategy to train medical staff to manage challenging behavior and reduce restraint use.

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Impact of a Standardized Patient Simulation on Behavioral Health Nurse Resident Confidence and Satisfaction in Learning

Cited by 6 publications

References 15 publications

Reliability and validity study of the Spanish adaptation of the “Student Satisfaction and Self-Confidence in Learning Scale” (SCLS)

Reliability and validity study of the Spanish adaptation of the “Student Satisfaction and Self-Confidence in Learning Scale” (SCLS)

Efficacy of a Standardised Patient Simulation Programme for Chronicity and End-of-Life Care Training in Undergraduate Nursing Students

Reducing (Behavioral) Restraint Use Through Simulation at the Bedside

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