Simulation in cardiorespiratory arrest: assessment of satisfaction with the learning of nursing students

Abstract

Objective: To evaluate the satisfaction and self-confidence of undergraduate nursing students’ learning in a scenario of realistic clinical simulation with the theme of advanced cardiopulmonary arrest maneuvers. Method: Exploratory-descriptive study, with a quantitative approach. In order to evaluate the simulation activity developed undergraduate nursing students responded to the Student Satisfaction and Self-Confidence with Learning Scale. Results: 19 students participated in the study. Students’ satisfaction and self-confidence with learning were identified, with an average of 4.17 ± 0.59 in the developed scenario. In the subscale of satisfaction with current learning and in the subscale of self-confidence with learning, 86.3% and 76.6% of students scored the items in a maximum way (4-5), respectively. Conclusion: Nursing students demonstrate satisfaction and self-confidence with learning from a realistic clinical simulation scenario on the theme of advanced cardiorespiratory arrest maneuvers.

Satisfacción del uso del simulador de alta fidelidad SimMon en estudiantes de enfermería

“…Como se visualiza en la tabla 3 el 66,7 % está totalmente de acuerdo que la simulación clínica con el simulador de alta fidelidad fue útil para evaluar la situación clínica de un paciente, ayudó a establecer prioridades de atención y promovió la confianza en los estudiantes, dato que coincide con la investigación de Linn et al, (2021), realizada en un escenario de simulación clínica realista con la temática de maniobras avanzadas de parada cardiopulmonar, donde el 78% expuso que dicha práctica permitió afianzar conocimientos y tener mayor confianza en lo aprendido para ponerlo en práctica en situaciones críticas con los pacientes.…”

The Effect of Simulation on Newly Licensed Nurses’ Confidence in Initiating Cardiopulmonary Resuscitation: A Narrative Review

“…The use of low-fidelity, medium-fidelity, high-fidelity, and peer simulation was noted. High-fidelity simulation was the most common (Almeida et al, 2019;Bowers et al, 2020;Crowe et al, 2018;Haddeland et al, 2018;Karageorge et al, 2020;La Cerra et al, 2019;Labrague et al, 2019;Linn et al, 2021;McLaughlin et al, 2018;Morton et al, 2019;Ozkara San et al, 2021;Svellingen et al, 2021;and Tawalbeh, 2020). Dalwood et al (2020), did not use manikins and completed their study with the use of untrained peers participating in peer simulation.…”

“…Participants’ levels of confidence were measured via multiple scales, many using a Likert-type scale (8 studies): the Portuguese version of the Self Confidence Scale (1 study), used by Almeida et al (2019); a 5-point Likert scale and sample t -tests used by Bowers et al (2020); the Student Self-Confidence with Learning Scale, used by Linn et al (2021), and the Clinical Decision-Making Self-Confidence Scale, a 12-item instrument assessing nurses’ levels of self-confidence when recognizing, assessing, intervening, and evaluating intervention effectiveness as they cared for patients with acute deterioration, used by Crowe et al (2018), Hart et al (2014), and Karageorge et al (2020).…”

Artificial intelligence in the analysis of emotions of nursing students undergoing clinical simulation

“…In the context of educational training, some studies questioned whether students' emotions can impair learning (7) in undergraduate nursing (8)(9) , in multidisciplinary training contexts (10) and in the anesthesiologist nursing program (11) . However, although they have assessed students' satisfaction, self-confidence and stress in these different contexts, such researches have not deepened, based on a theoretical-methodological framework, students' emotional behavior inserted in the teaching-learning process (12)(13)(14) , even though negative feelings and emotional or psychological insecurity arose during simulation (15) . Still, predominantly, research points to using the method as beneficial for learning new skills (technical and non-technical), compared to other methodologies (13,16) .…”