Ukke Karabacak1, Vesile Unver2, Esra Ugur3, Vildan Kocatepe4, Nermin Ocaktan5, Elif Ates6, Yasemin Uslu7. 1. Acıbadem Mehmet Ali Aydınlar University, Department of Nursing, Istanbul, Turkey. Electronic address: ukke.karabacak@acibadem.edu.tr. 2. Acıbadem Mehmet Ali Aydınlar University, Department of Nursing, Istanbul, Turkey. Electronic address: vesile.unver@acibadem.edu.tr. 3. Acıbadem Mehmet Ali Aydınlar University, Department of Nursing, Istanbul, Turkey. Electronic address: esra.ugur@acibadem.edu.tr. 4. Acıbadem Mehmet Ali Aydınlar University, Department of Nursing, Istanbul, Turkey. Electronic address: Vildan.Kocatepe@acibadem.edu.tr. 5. Acıbadem Mehmet Ali Aydınlar University, Department of Nursing, Istanbul, Turkey. Electronic address: Nermin.Ocaktan@acibadem.edu.tr. 6. Acıbadem Mehmet Ali Aydınlar University, Department of Nursing, Istanbul, Turkey. Electronic address: Elif.Ates@acibadem.edu.tr. 7. Acıbadem Mehmet Ali Aydınlar University, Department of Nursing, Istanbul, Turkey. Electronic address: Yasemin.Uslu@acibadem.edu.tr.
Abstract
BACKGROUND: Self-efficacy is an individual's belief in oneself and in one's own judgment and ability to be successful in a task. Strong self-efficacy allows for the achievement of success, well-being, personal development and the diversification of skills. An individual's perception of his/her self-efficacy plays a key role in adopting behaviors and initiating and sustaining change. AIMS: The first aim of this study is to evaluate the effects of simulation-based learning on the self-efficacy and performance of first-year nursing students. The second aim is to examine students' pre- and post-scenario proficiency in their self-assessment of competence in regard to scenario objectives to compare the students' self-assessment and their instructor's assessment in terms of performance evaluations. METHODS: This semi-experimental study was conducted with sixty-five first-year nursing students. A standardized patient method was used as a simulation technique. Students' self-efficacy and their perceptions of their own competence in completing skills were measured using the General Self-Efficacy Scale and the Proficiency Assessment Form, respectively. Students' actual performance was evaluated via an Objective Structured Clinical Assessment and performance evaluation checklists. RESULTS: The mean self-efficacy score of students was 52.68 (±10.19) before the scenario and 49.59 (±12.90) post-scenario (p = .001). With regard to their scenario objectives, a decrease was observed in students' proficiency in their post-scenario self-assessment of competence. This decrease was only statistically significant in the "Establishing a safe patient unit" objective (t = 2.27; p = .03). CONCLUSIONS: We observed that self-efficacy scores declined in the post-simulation scenario. Using standardized patients in simulation training allows novice nursing students to meet a real patient and to recognize their own true self-efficacy.
BACKGROUND: Self-efficacy is an individual's belief in oneself and in one's own judgment and ability to be successful in a task. Strong self-efficacy allows for the achievement of success, well-being, personal development and the diversification of skills. An individual's perception of his/her self-efficacy plays a key role in adopting behaviors and initiating and sustaining change. AIMS: The first aim of this study is to evaluate the effects of simulation-based learning on the self-efficacy and performance of first-year nursing students. The second aim is to examine students' pre- and post-scenario proficiency in their self-assessment of competence in regard to scenario objectives to compare the students' self-assessment and their instructor's assessment in terms of performance evaluations. METHODS: This semi-experimental study was conducted with sixty-five first-year nursing students. A standardized patient method was used as a simulation technique. Students' self-efficacy and their perceptions of their own competence in completing skills were measured using the General Self-Efficacy Scale and the Proficiency Assessment Form, respectively. Students' actual performance was evaluated via an Objective Structured Clinical Assessment and performance evaluation checklists. RESULTS: The mean self-efficacy score of students was 52.68 (±10.19) before the scenario and 49.59 (±12.90) post-scenario (p = .001). With regard to their scenario objectives, a decrease was observed in students' proficiency in their post-scenario self-assessment of competence. This decrease was only statistically significant in the "Establishing a safe patient unit" objective (t = 2.27; p = .03). CONCLUSIONS: We observed that self-efficacy scores declined in the post-simulation scenario. Using standardized patients in simulation training allows novice nursing students to meet a real patient and to recognize their own true self-efficacy.
Authors: Aria Grabowski; Olivia S Anderson; Ruth Zielinski; Melisa Scott; Lisa Hammer; Muriel Bassil; Samantha A Chuisano; Anna Sadovnikova Journal: Adv Simul (Lond) Date: 2020-10-23