Theoretical and simulation classes in the emergency nursing curriculum in Cape Verde: Effect on the self-confidence to intervene in emergencies

Abstract

Background/Objective: Self-confidence is an attitude often associated with repeated experiences and with the realistic perception of individual weaknesses and strengths. It is not the same as competence but, with a view to a safe and timely intervention in the emergency context, it is necessary that nurses feel confident in their ability to intervene appropriately. In the context of simulation, the students' self-confidence is an important outcome that needs to be evaluated. Objective:To evaluate the effect of theoretical and simulation classes on the nursing students' self-confidence.Methods: Quasi-experimental study, without control group, with evaluation at three moments: before the classes, after the theoretical classes (40 hours) and after the simulation classes (25 hours). Questionnaires with the Portuguese version of the Self-confidence Scale were applied to 59 nursing students in two courses, in 2011 (25 students) and 2012 (34 students). All the students were taking the third year of the nursing undergraduate program. Formal and ethical principles were followed. Results:The mean global self-confidence score corresponded to 2.35 on the first evaluation, increasing to 3.07 on the second and 3.34 on the third. The t-test reveals that these differences are highly significant (p < .001). The individual analysis of each dimension (neurological, breathing and circulation) reveals similar and statistically highly significant improvements. Conclusions:The classes were effective to improve the level of self-confidence. Simulated practice is a good strategy to improve the confidence to intervene in an emergency situation.

Exploring nursing students’ transfer of peripheral venous cannulation from skills centre to the clinical setting

“…[9] Simulation-based learning is highly appreciated by nursing students. [10][11][12][13][14][15] Positive learner experiences with simulation, such as increased engagement in learning, [13] decreased levels of anxiety, [12] and satisfaction and self-confidence in learning [15,16] have been reported in several studies. Satisfaction and self-confidence in the skills centre is no guarantee for adequate theoretical and practical competence and appropriate patient outcomes.…”

“…In the category Management of Equipment, one student contaminated the extension tubing with the integrated stop cock and forgot to close the stop cock before connecting it to the patient after flushing (16,36). In the category Technical Implementation, one student used a wrong three-point cannula grip (28); and in the category Coverage and Dressing, one student attached the transparent dressing far below the cannula cap (step 42).…”

“…In the category Management of Equipment, two students did not prepare and attach the extension tubing (16,36). In the category Technical Implementation, four of the students performed the crucial step of advancing the cannula slightly to ensure entry into the vein's lumen after the first flashback of blood in the chamber of the stylet (30).…”

“…During Management of Equipment, two of the students did not prepare an extension tubing (16). In Technical Implementation, two students did not advance the cannula slightly to ensure entry into the vein's lumen (30).…”

Improving student nurses' confidence in managing the acutely ill patient

“…Furthermore Rushton (2015) identified that simulation helps students to acquire acute skills and increases their confidence. A quasiexperimental study by Martins et al (2014) of fifty nine student nurses found that despite having the knowledge and skills to recognise and respond to acutely unwell patients it was simulated practice that improved the student nurses confidence to intervene. The advantage of using multiple strategies throughout the one day course and the repeated exposure to the associated skills through simulated practice reinforced the students' knowledge and increased their confidence (Hope et al 2011).…”