Beth E Burbach1, Leeza A Struwe2, Lufei Young3, Marlene Z Cohen4. 1. University of Nebraska Medical Center, College of Nursing Northern Division Northern Division, USA. Electronic address: bburbach@unmc.edu. 2. University of Nebraska Medical Center, College of Nursing, Lincoln Division, USA. Electronic address: lstruwe@unmc.edu. 3. University of Nebraska Medical Center, College of Nursing, Lincoln Division, USA. Electronic address: luyoung@augusta.edu. 4. University of Nebraska Medical Center, College of Nursing, Omaha Division, USA. Electronic address: mzcohen@unmc.edu.
Abstract
BACKGROUND: Simulation plays a vital role in nursing education, however, modifiable factors influencing students' simulation performance have not been sufficiently examined. The purpose of this study was examine relationships among anxiety, self-efficacy, nursing knowledge, and performance during simulation. METHODS: The study used a mixed-methods design. Anxiety, self-efficacy, academic achievement, and performance during simulation were measured quantitatively; correlations between key variables were calculated. Qualitative data were collected during post-simulation debriefing and triangulated to inform quantitative findings. RESULTS: Significant relationships were identified between knowledge of nursing care and simulation performance. Student qualitative reports of heightened anxiety and lack of confidence and uncertainty contrasted from quantitative measures. Potential reasons for this finding were explored. CONCLUSIONS: The relationship between knowledge of nursing care and simulation performance supports the effectiveness of simulation as a means to evaluate the application of knowledge in a clinical laboratory setting. Further research is needed to explain the complex relationships between anxiety, self-efficacy, and performance during simulation.
BACKGROUND: Simulation plays a vital role in nursing education, however, modifiable factors influencing students' simulation performance have not been sufficiently examined. The purpose of this study was examine relationships among anxiety, self-efficacy, nursing knowledge, and performance during simulation. METHODS: The study used a mixed-methods design. Anxiety, self-efficacy, academic achievement, and performance during simulation were measured quantitatively; correlations between key variables were calculated. Qualitative data were collected during post-simulation debriefing and triangulated to inform quantitative findings. RESULTS: Significant relationships were identified between knowledge of nursing care and simulation performance. Student qualitative reports of heightened anxiety and lack of confidence and uncertainty contrasted from quantitative measures. Potential reasons for this finding were explored. CONCLUSIONS: The relationship between knowledge of nursing care and simulation performance supports the effectiveness of simulation as a means to evaluate the application of knowledge in a clinical laboratory setting. Further research is needed to explain the complex relationships between anxiety, self-efficacy, and performance during simulation.