The Effect of Simulation-Based Training on Nursing Students’ Communication Skill, Self-Efficacy and Clinical Competence for Nursing Practice

Mohamed, Salwa A.; Fashafsheh, Imad

doi:10.4236/ojn.2019.98064

Cited by 26 publications

(38 citation statements)

References 30 publications

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“…The use of SPs in clinical education provides many advantages: the instructor-developed scenarios can be repeated to provide a comparable experience for all students; the methodology provides unique opportunities for teaching and learning and for evaluating clinical skills; moreover, it is popular with learners. An encounter using SPs provides a unique approach to enhance teaching strategies related to communication and interpersonal skills, as SPs provide learners with feedback about their mannerisms, body language, depth of explanation of crucial areas, and approaches to sensitive content during the encounter [9].…”

Section: Introductionmentioning

confidence: 99%

Implementing Virtual Simulated Person Methodology to Support the Shift to Online Learning: Technical Report

Peisachovich¹,

Silva²,

Penhearow³

et al. 2020

Cureus

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The COVID-19 pandemic has dramatically changed how education is delivered worldwide. The resultant rise of e-learning, whereby teaching is undertaken remotely and on digital platforms, has extensively impacted universities and other higher education organizations around the world. One approach to support this change in education delivery is the use of virtual simulation approaches. Our team at SimXSpace has piloted a virtual workshop using Zoom, an online video-conferencing platform, and virtual simulated persons (SPs) to support communication and interpersonal skills among learners. The main objective of the pilot virtual workshop was to develop and implement the SP methodology remotely via the Zoom platform (Zoom Video Communications, San Jose, California) and to evaluate its effectiveness as an immersive environment for simulation. The virtual workshop involved four instructors who intend to implement virtual SPs within their courses, two workshop facilitators, and two SPs. The workshop was conducted synchronously using Zoom features. The workshop followed a predefined structure and was completed as planned. Outcomes suggest that remote simulation delivery using virtual SPs and delivered online via Zoom is feasible and provides an effective environment in which to conduct SP methodology to teach communication and interpersonal skills. The findings suggest that remote simulation and virtual SPs can support experiential education and provide an effective and engaging learning environment. The virtual workshop was successful and laid a foundation for future online training programs for the use of SP methodology. Moreover, it formed an effective outline for subsequent iterations of this virtual training workshop and prompted discussion of plans for future workshops with various programs across a pan-university context.

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Section: Introductionmentioning

confidence: 99%

Implementing Virtual Simulated Person Methodology to Support the Shift to Online Learning: Technical Report

Peisachovich¹,

Silva²,

Penhearow³

et al. 2020

Cureus

View full text Add to dashboard Cite

show abstract

“…Most of the articles reviewed were experimental studies (n = 10) with intervention or SBL or experiments or tests, or education groups and control groups [ 11 , 12 , 14 , 15 , 17 , 18 , 19 , 22 , 24 , 25 ]. There were three mixed method studies [ 11 , 20 , 23 ], one semi-experimental study [ 13 ], one evaluation study [ 21 ], and one study based on the Q-methodology [ 16 ].…”

Section: Resultsmentioning

confidence: 99%

“…Simulations relating to techniques covered CPR [ 23 ], computer-based [ 20 ], and skills training [ 13 ]. Some students used simulators in a simulation room with demonstration and reality-based learning; students were divided into groups, such as those learning with low- and high-fidelity simulators [ 17 ], branching path simulation [ 21 ], and evaluation of respiratory sounds [ 25 ]. Theory oriented simulations were lecture material, audio visual aids, and video teaching material distributed to the students after which the effects of SBL were assessed.…”

Section: Resultsmentioning

confidence: 99%

“…Seven studies used self-related assessment before and after SBL experiences such as self-directed learning [ 12 ], self-efficacy [ 13 , 17 , 20 ] and self-assessment [ 13 ]. Post-scenario self-assessment showed higher competence than pre-scenario self-assessment ( p < 0.001).…”

Section: Discussionmentioning

confidence: 99%

“…Self-efficacy reflects confidence in the ability to exert control over one’s own motivation, behavior, and social environment. Mohamed and Fashafsheh’s [ 17 ] used in their study of simulation training using low-and high-fidelity simulators with third-and fourth-grade nursing students (n = 100) assessed students’ communication skills and self-efficacy based on their competence. All study participants showed significantly positive self-efficacy and communication skills (<0.001).…”

Section: Discussionmentioning

confidence: 99%

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Contemporary Integrative Review in Simulation-Based Learning in Nursing

Rajaguru

Park

2021

IJERPH

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Background: In general, simulation-based learning (SBL) has been a part of nursing education in the past two decades, though nursing educators are facing difficulties in evaluating its effectiveness in theory and practice. The aim of this review was to synthesize the research findings regarding the effects of SBL among nursing students from published scientific articles. Methods: This integrative review focused on articles published in English between 2016 and 2020, identified by using electronic databases such as Cochrane Library, PubMed, Medline (Ovid), SCOPUS, RISS, and Korea Med. Results: Fifteen articles were selected by a step-by-step process. Data were synthesized and effects of SBL methods were derived under four themes: ‘Knows A Self Com_p’ such as knowledge and skills; Attitude; Self (learning, efficacy, determination, competency, confidence, utilization, satisfaction, assessment); and Com(n) (competency, communication, and confidence) and P (perceptions and performance). Conclusion: The review results showed that SBL is the best method for teaching clinical practice. Article-focused simulations with simulators were more effective than classroom teaching, depending on the context, topic, and method. The overall results showed that SBL is a positive, safe and effective method for nursing students in clinical and simulation room settings to improve the skills and practice of client care.

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The Change of Practitioner’s Self-Efficacy in Triple P Professional Training: Moderating Role of Practitioner Characteristics, Country, and Delivery Mode

et al. 2023

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Two studies examined the change in self-efficacy of practitioners after attending Triple P training and the moderators that affect training outcomes. Study 1 used a large multidisciplinary sample of health, education, and welfare practitioners (N = 37,235) came from 30 countries around the world, which all participate in a Triple P professional training course during 2012–2019. This study assessed practitioners’ overall self-efficacy and their consultation skills efficacy prior to training, immediately following training, and at six- to eight-weeks follow-up. Participants reported significant improvements of their overall self-efficacy and their consultation skills self-efficacy. There were significantly small differences based on practitioners’ gender, disciplines, education levels, and country location. Study 2 examined the training outcomes of videoconference-based training (following the COVID-19 pandemic) compared to in-person training (N = 6867). No significant differences were found between videoconference and in-person training on any outcome measure. Implications for the global dissemination of evidence-based parenting programs as part of a comprehensive public health response to COVID-19 was discussed.

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The Effect of Simulation-Based Training on Nursing Students’ Communication Skill, Self-Efficacy and Clinical Competence for Nursing Practice

Cited by 26 publications

References 30 publications

Implementing Virtual Simulated Person Methodology to Support the Shift to Online Learning: Technical Report

Implementing Virtual Simulated Person Methodology to Support the Shift to Online Learning: Technical Report

Contemporary Integrative Review in Simulation-Based Learning in Nursing

The Change of Practitioner’s Self-Efficacy in Triple P Professional Training: Moderating Role of Practitioner Characteristics, Country, and Delivery Mode

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