Students’ Satisfaction with Simulation Learning Environment in Relation to Self-confidence and Learning Achievement

Abstract

Abstract:The evolution in patient simulation as educational tool is being driven by a number of factors. Priority of patient safety, patient availability, and the ever increasing body of medical knowledge presents new challenges to curriculum planners. Student's satisfaction is an important element of the investigation of simulation learning environment efficacy. There are suggestions that student satisfaction may have some correlation with self-confidence and learning achievement. This is a prospective exploratory study that evaluates learners' satisfaction with simulation learning environment and self-conference utilized satisfaction with SSE (simulation experience scale) and pre and post simulation test for learning achievement. Participants was third-year medical students (n = 45) participating in their regular simulation-based session at Center of Excellence for Simulation Education and Innovation (CESEI), University of British Columbia. A comparison between pre-and post-test results was conducted on the basis of t-test for related samples. Correlation was used to explore the relationships among students satisfaction with the simulation environment and students' self-confidence and achievement. The simulation exercise, completed by 45 students, increased correct test answers on average from 72% to 89% (P-Value < 0.0001 by paired t-test). Increases in test results were between pre-and post-simulation identical multiple choice questions. The mean score for satisfaction with simulation environment items was 4.47, SD (0.45), using a 5-point Likert scale with 5 = strongly agree, 4 = agree, 3 = neutral, 2 = disagree, and 1 = strongly disagree. The mean score for self-confidence in performing BLS, evaluating and managing acute cardiac patient was 3.83, SD (1.02). For evaluating the relationship between students satisfaction with simulation learning environment and learning achievement, bivariate analysis revealed a significant positive relationship between satisfaction with simulation learning environment and learning achievement (Pearson r = 0.80, P-Value < 0.01). The magnitude or strength of the correlation coefficient (r = 0.80) indicated satisfaction with simulation environment and learning achievement have a strong effect and positive correlation. Simulation learning environment for medical students is effective in improving students' overall comprehension and better learning achievements. Furthermore, students' basic clinical skills are improved associated with higher self-confidence.

Factors Associated with Nursing Student Satisfaction with Their Clinical Learning Environment at Wolkite University in Southwest Ethiopia

“…Student satisfaction is an important element of the study of the effectiveness of a clinical-based learning environment. Student satisfaction is crucial for meaningful and engaged learning because it encourages active, purposeful engagement in clinical learning experiences [16][17][18].…”

Safe Drug Administration in Pediatric Nursing Education: A Quasi- Experimental Design Study

“…When the student is more self-confident, the simulation teaching setting can be successful. 26 Bandura 5 indicates that one of the psychological structures that affect students' academic performance is self-confidence. Arkes and Garske 27 stated that selfconfidence was the determining factor that influences students' academic motivation, regardless of being high or low.…”

A Modified Guideline for High-Fidelity Patient Simulation to Improve Student Satisfaction and Self-Confidence in Learning: A Mixed Study

“…All subscales of the SSSCL (SS and SCL) and the overall SSSCL showed significant differences ( p < 0.001) between the pre- and post-intervention periods in both groups, indicating that HFPS itself improved student learning throughout the four-session HFPS [ 22 ]. HFPS uses advanced and innovative technology to foster student learning and learning motivation, providing a simulated clinical setting with a patient to allow students to actively participate in giving comfort care interventions, interacting with the patient, working with teammates, and receiving feedback from their facilitator [ 4 ]. Therefore, HFPS is an effective teaching method to allow students to practice patient care with learned knowledge and skills [ 18 , 21 ], aiming to enhance their clinical judgment and decision-making ability [ 8 ].…”

“…High-fidelity patient simulation (HFPS) is an advanced technology-based method widely used in professional training, including healthcare services. It has been shown to effectively improve knowledge acquisition and skill performance, enhancing clinical competence [ 4 , 5 , 6 ]. Nursing education includes theoretical knowledge, psychomotor skills training, and scenario-based nursing practice to improve competence in safe and appropriate practice [ 7 , 8 ].…”