Judit Sánchez Expósito1, César Leal Costa2, José Luis Díaz Agea3, María Dolores Carrillo Izquierdo4, Diana Jiménez Rodríguez5. 1. Nursing Department, Catholic University of Murcia (UCAM), Spain. Electronic address: jsanchez399@alu.ucam.edu. 2. Nursing Department, Catholic University of Murcia (UCAM), Spain. Electronic address: cleal@ucam.edu. 3. Nursing Department, Catholic University of Murcia (UCAM), Spain. Electronic address: jluis@ucam.edu. 4. Nursing Department, Catholic University of Murcia (UCAM), Spain. Electronic address: mdcarrillo@ucam.edu. 5. Nursing Department, Catholic University of Murcia (UCAM), Spain. Electronic address: djimenez@ucam.edu.
Abstract
INTRODUCTION: Socio-emotional competencies positively influence academic performance and clinical practice of students enrolled in a Nursing degree. However, there is a lack of studies that relate these competencies with performance in a high-fidelity clinical simulation training scenario. OBJECTIVES: To analyze the relationship between socio-emotional competencies and performance in simulated clinical practices of a sample of 4th-year Nursing degree students. METHODS: Transversal descriptive study conducted in Spain. A sample of 91 students enrolled in their last academic year of the Nursing degree, who were undergoing clinical practices along with simulation sessions. Socio-emotional competencies (communication skills, coping with stress, self-efficacy, engagement, etc.) were analyzed through the use of self-administered questionnaires and their performance in high-fidelity clinical simulation sessions. RESULTS: The socio-emotional competencies had a positive and statistically-significant correlation (p < 0.05) with performance in simulated clinical practices. A relationship between socio-emotional competencies and performance in simulated practices was observed [R2 = 0.502; F (20.55) = 2.827; p = 0.01]. CONCLUSIONS: The socio-emotional competencies of 4th-year nursing students were associated to their performance in simulated clinical practices.
INTRODUCTION: Socio-emotional competencies positively influence academic performance and clinical practice of students enrolled in a Nursing degree. However, there is a lack of studies that relate these competencies with performance in a high-fidelity clinical simulation training scenario. OBJECTIVES: To analyze the relationship between socio-emotional competencies and performance in simulated clinical practices of a sample of 4th-year Nursing degree students. METHODS: Transversal descriptive study conducted in Spain. A sample of 91 students enrolled in their last academic year of the Nursing degree, who were undergoing clinical practices along with simulation sessions. Socio-emotional competencies (communication skills, coping with stress, self-efficacy, engagement, etc.) were analyzed through the use of self-administered questionnaires and their performance in high-fidelity clinical simulation sessions. RESULTS: The socio-emotional competencies had a positive and statistically-significant correlation (p < 0.05) with performance in simulated clinical practices. A relationship between socio-emotional competencies and performance in simulated practices was observed [R2 = 0.502; F (20.55) = 2.827; p = 0.01]. CONCLUSIONS: The socio-emotional competencies of 4th-year nursing students were associated to their performance in simulated clinical practices.
Authors: Elba Mauriz; Sandra Caloca-Amber; Lucía Córdoba-Murga; Ana María Vázquez-Casares Journal: Int J Environ Res Public Health Date: 2021-05-19 Impact factor: 3.390
Authors: Rocío Juliá-Sanchis; María José Cabañero-Martínez; César Leal-Costa; Manuel Fernández-Alcántara; Silvia Escribano Journal: Int J Environ Res Public Health Date: 2020-10-18 Impact factor: 3.390