Shelley Cobbett1, Erna Snelgrove-Clarke2. 1. 58 Vancouver St., Yarmouth, NS, Canada. Electronic address: Shelley.Cobbett@Dal.Ca. 2. 5869 University Ave., PO Box 15000, School of Nursing, Dalhousie University, Halifax, NS B3H 4R2, Canada. Electronic address: erna.snelgrove-clarke@dal.ca.
Abstract
BACKGROUND: Clinical simulations can provide students with realistic clinical learning environments to increase their knowledge, self-confidence, and decrease their anxiety prior to entering clinical practice settings. OBJECTIVE: To compare the effectiveness of two maternal newborn clinical simulation scenarios; virtual clinical simulation and face-to-face high fidelity manikin simulation. DESIGN: Randomized pretest-posttest design. SETTING:A public research university in Canada. PARTICIPANTS: Fifty-six third year Bachelor of Science in Nursing students. METHODS: Participants were randomized to either face-to-face or virtual clinical simulation and then to dyads for completion of two clinical simulations. Measures included: (1) Nursing Anxiety and Self-Confidence with Clinical Decision Making Scale (NASC-CDM) (White, 2011), (2) knowledge pretest and post-test related to preeclampsia and group B strep, and (3) Simulation Completion Questionnaire. Before and after each simulation students completed a knowledge test and the NASC-CDM and the Simulation Completion Questionnaire at study completion. RESULTS: There were no statistically significant differences in student knowledge and self-confidence between face-to-face and virtual clinical simulations. Anxiety scores were higher for students in the virtual clinical simulation than for those in the face-to-face simulation. Students' self-reported preference was face-to-face citing the similarities to practicing in a 'real' situation and the immediate debrief. Students not liking the virtual clinical simulation most often cited technological issues as their rationale. CONCLUSIONS: Given the equivalency of knowledge and self-confidence when undergraduate nursing students participate in either maternal newborn clinical scenarios of face-to-face or virtual clinical simulation identified in this trial, it is important to take into the consideration costs and benefits/risks of simulation implementation.
RCT Entities:
BACKGROUND: Clinical simulations can provide students with realistic clinical learning environments to increase their knowledge, self-confidence, and decrease their anxiety prior to entering clinical practice settings. OBJECTIVE: To compare the effectiveness of two maternal newborn clinical simulation scenarios; virtual clinical simulation and face-to-face high fidelity manikin simulation. DESIGN: Randomized pretest-posttest design. SETTING: A public research university in Canada. PARTICIPANTS: Fifty-six third year Bachelor of Science in Nursing students. METHODS:Participants were randomized to either face-to-face or virtual clinical simulation and then to dyads for completion of two clinical simulations. Measures included: (1) Nursing Anxiety and Self-Confidence with Clinical Decision Making Scale (NASC-CDM) (White, 2011), (2) knowledge pretest and post-test related to preeclampsia and group B strep, and (3) Simulation Completion Questionnaire. Before and after each simulation students completed a knowledge test and the NASC-CDM and the Simulation Completion Questionnaire at study completion. RESULTS: There were no statistically significant differences in student knowledge and self-confidence between face-to-face and virtual clinical simulations. Anxiety scores were higher for students in the virtual clinical simulation than for those in the face-to-face simulation. Students' self-reported preference was face-to-face citing the similarities to practicing in a 'real' situation and the immediate debrief. Students not liking the virtual clinical simulation most often cited technological issues as their rationale. CONCLUSIONS: Given the equivalency of knowledge and self-confidence when undergraduate nursing students participate in either maternal newborn clinical scenarios of face-to-face or virtual clinical simulation identified in this trial, it is important to take into the consideration costs and benefits/risks of simulation implementation.
Authors: Barbara Sinclair; Richard Booth; Josephine McMurray; Gillian Strudwick; Gavan Watson; Hanif Ladak; Merrick Zwarenstein; Susan McBride; Ryan Chan; Laura Brennan Journal: JMIR Res Protoc Date: 2018-05-28
Authors: Feng-Qin Chen; Yu-Fei Leng; Jian-Feng Ge; Dan-Wen Wang; Cheng Li; Bin Chen; Zhi-Ling Sun Journal: J Med Internet Res Date: 2020-09-15 Impact factor: 5.428