Nursing Students’ Perception on the Effectiveness of Emergency Competence Learning through Simulation

Abstract

(1) Background: Simulation is a part of the day-to-day of the learning method in health sciences. The objective is to determine if the clinical simulation is useful for learning in the emergency setting, from the point of view of the nursing students. (2) Methods: A pre- and post-test exploratory study with an analytical and quasi-experimental design was used. The population is made up of nursing students from the Seville Red Cross Nursing Centre, who conducted a simulation exercise in the form of a drill for the care of multiple victims. A specific questionnaire was employed as a tool to analyse the dimensions of satisfaction, confidence and motivation, clinical experience, and decision making and technical abilities. (3) Results: There were favourable significant differences in the set of global responses, with p < 0.0001 for the “satisfaction” dimension and d = 1.25 for the “large” size of the effect, and p < 0.0069 for the “confidence and motivation” dimension and d = 0.58 for the “moderate–large” size of the effect. (4) Conclusions: The results are similar to those obtained in other studies in the scope of the 4 dimensions studied, thus coming to the conclusion that the perception of the nursing students on learning through clinical simulation is positive and favourable.

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

“…For example, a study with a quasi-experimental design in the field of mental health showed that simulations improve students’ attitudes and enhanced their confidence and self-efficacy [ 22 ]. 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 ].…”

Implications of clinical simulation in motivation for learning: scoping review

“…The 13 articles included (16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28) in this study were published from 2015 to 2022, all in English. Regarding their origin, with seven (54%) were from Europe, four (31.0%) from Asia, and two (15.0%) from North America.…”

“…Regarding the populations under study, eight articles (16,(18)(19)(20)(21)(22)(23)28) (61.5%) were carried out with nursing students and five articles (17,(24)(25)(26)(27) (38.5%) with medical students. For methodological design, 11 studies (16)(17)(18)(20)(21)(22)(23)(24)(26)(27)(28) (84.6%) are quantitative, 1 (7.7%) is qualitative, and another 1 (7.7%) is a systematic review.…”

Integration of a virtual pharmacy simulation program “MyDispense” in clinical pharmacy education

“…The survey questions were expected to be answered through a gradation scale ranging between complete agreement and complete disagreement in a 5-point Likert type scale focusing on "satisfaction", "confidence", "motivation", "clinical experience", and "decision making and technical abilities". The questionnaire was not originally designed to explore the efficacy of simulation-based training on pharmacy students but was taken from a preceding quality and satisfaction study exploring the impacts of simulationbased learning on nursing students (Guerrero-Martínez et al, 2020). The questionnaire was given to the participants for answering twice during the study, once during a meeting a week before the intervention and another time when the practice has been finished.…”