Mi Young Kim1, Soohyun Park2. 1. Department of Nursing, Eulji University (Seongnam), 553 Sanseong-daero, Sujeong-gu, Gyeonggi-do 13135, Republic of Korea. Electronic address: kimmy@eulji.ac.kr. 2. Department of Nursing, Eulji University (Seongnam), 553 Sanseong-daero, Sujeong-gu, Gyeonggi-do 13135, Republic of Korea. Electronic address: soohyunp@eulji.ac.kr.
Abstract
BACKGROUND: Simulation-based learning was developed to enable nursing and medical students to obtain clinical experience in a safe and controlled environment. The extent to which students concentrate in simulation situations can influence their educational outcomes. However, there are no studies yet on the factors that influence flow in simulation practice. Understanding which factors influence flow might help in achieving better simulation-based learning outcomes. OBJECTIVES: The purpose of this study was to identify the factors related to flow in simulation practice, including stress, self-esteem, and collective efficacy. DESIGN: This was a descriptive cross-sectional study. SETTING: A university in South Korea during the 2015 academic year. PARTICIPANTS: This study was conducted with 84 senior nursing students. Their average age was 23 years old and >90% were female. METHODS: The stress, self-esteem, and collective efficacy of senior nursing students were measured before simulation practice, while flow in simulation practice was measured after simulation. RESULTS: Flow during simulation practice was positively correlated with self-esteem and collective efficacy, but negatively correlated with stress. Furthermore, only collective efficacy was a significant predictor of flow during simulation. CONCLUSIONS: Nursing education must be oriented to help emphasize collective efficacy to improve students' outcomes from simulation-based learning.
BACKGROUND: Simulation-based learning was developed to enable nursing and medical students to obtain clinical experience in a safe and controlled environment. The extent to which students concentrate in simulation situations can influence their educational outcomes. However, there are no studies yet on the factors that influence flow in simulation practice. Understanding which factors influence flow might help in achieving better simulation-based learning outcomes. OBJECTIVES: The purpose of this study was to identify the factors related to flow in simulation practice, including stress, self-esteem, and collective efficacy. DESIGN: This was a descriptive cross-sectional study. SETTING: A university in South Korea during the 2015 academic year. PARTICIPANTS: This study was conducted with 84 senior nursing students. Their average age was 23 years old and >90% were female. METHODS: The stress, self-esteem, and collective efficacy of senior nursing students were measured before simulation practice, while flow in simulation practice was measured after simulation. RESULTS: Flow during simulation practice was positively correlated with self-esteem and collective efficacy, but negatively correlated with stress. Furthermore, only collective efficacy was a significant predictor of flow during simulation. CONCLUSIONS: Nursing education must be oriented to help emphasize collective efficacy to improve students' outcomes from simulation-based learning.
Authors: Renato Mendonça Ribeiro; João Victor Bernardi Bragiola; Letícia Palota Eid; Rita de Cássia Helú Mendonça Ribeiro; Carlos Alberto da Cruz Sequeira; Daniele Alcalá Pompeo Journal: Rev Lat Am Enfermagem Date: 2020-02-14
Authors: Ewa Kupcewicz; Elżbieta Grochans; Marzena Mikla; Helena Kadučáková; Marcin Jóźwik Journal: Int J Environ Res Public Health Date: 2020-07-27 Impact factor: 3.390