Embedded Files
(Paper) ISSN 2222-288X (Online) Vol.8, No.11, 2017 100 simulation group scored significantly higher than in the didactic lecture group. Also Omar (2016) indicted that the learning by simulation enabled the students to improve and retain knowledge regarding patient’s signs and symptoms. The findings also indicated that the total self-efficacy of the students were lower after the simulation session. This results is similar to a study done by Cardoza and Hood (2012) but contradicting other findings by other scholars, who found increase in the student’s self-efficacy scores after participation in simulated experience (Line, 2016; Khalaila, 2013). This results may be related to the students’ unrealistic evaluation of their clinical abilities before engaging in a simulated pediatric scenario. These students are coming to the pediatric nursing course after they finished their adult nursing rotations. They might thought that the knowledge base they acquired in previous courses are transferable from adult to pediatric situations. Also, the measure that we used to measure the students self-efficacy was a measure of general self-efficacy and not specific to simulation per say. When we used the measure that ask the students a specific questions related to the simulated experience their self-confidence scores were high. In this study students were satisfied with the high fidelity simulated pediatric scenario experience as a teaching method which was indicated by a mean score of 4.43 (SD = 0.51) on the satisfaction subscale. This result is congruent with other studies that noted that students feel positively about HFS scenarios involving medical (Abdo & Ravert, 2006) surgical (Bearnson & Wiker, 2005), and critical care scenarios (Henneman & Cunningham, 2005). The student’s self-confidence scores were high after the simulated experience. This finding was consistent with the results of previous studies such as Prescott and Garside (2009) who explored the experiences of simulation among 45 second year diploma nursing students. The findings showed widespread agreement that simulation is a productive learning strategy and builds confidence. After the simulation, 49% of students agreed and 49% strongly agreed that their confidence had increased. The finding of higher student confidence level after a simulation was also found in a quasi-experimental study conducted by Scherer, Bruce, and Runkawatt (2007). The researchers compared confidence scores of advanced nurse practitioner students who participated in the simulation experience and those who were in the control group during a cardiac event. All 23 participants had previously viewed a power point presentation and did pre-test on the simulation exercise. The experimental group (n=13) participated in a simulation exercise while the control group (n=10) received case study presentation with differential diagnosis and plan of care exercise. Post-test confidence scores improved in both groups. Confidence scores were higher in the control group; however, this could be due to the fact that students in the control group did not have to demonstrate hands-on skills as did students in the simulation group (Scherer et al., 2007). LIMITATIONS A limitation of this study is the use of convenience sample; the results may differ with a larger group and random assignment that would be more predictive in changes before and after simulation because of the simulation and not by chance. Also, the results of this study cannot be generalized because it was conducted within one pediatric nursing course at a single college. CONCLUSION The results of this study identify human simulation as an effective teaching and learning modality in teaching pediatric nursing students. This study provides a stepping point for understanding how simulation may affect the students’ knowledge, self-efficacy and confidence.. San Diego: Academic Press, 1998). Bearnson, C., S., Wiker, K., M. (2005). Human patient simulators: a new face in baccalaureate nursing education at Brigham Young University. Journal of Nursing Education.44(9):421-5. Benner, P., Sutphen, M., Leonard, V. & Day, L. (2010). Educating nurses: A call for radical transformation. San Francisco, CA: Jossey-Bass Beyea,S., Jo Slattery,M., von Reyn, L., (2010). Outcomes of a Simulation-Based Nurse Residency Program. Clinical Simulation in Nursing, 6 (5): e169–e175. Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.8, No.11, 2017 101 Blum CA, Borglund S, Parcells D. High-fidelity nursing simulation: impact on student self-confidence and clinical competence. Int. J. Nurs. Educ. Scholarsh. 2010; 7: article 18 Enhancing the Pediatric Undergraduate Nursing Curriculum Through Simulation Bultas, M., (2011). Enhancing the Pediatric Undergraduate Nursing Curriculum Through Simulation. Journal of Pediatric Nursing.26(3), 224–229 Butler, K. W., Veltre, D. E., & Brady, D. (2009). Implementation of active learning pedagogy comparing lowfidelity simulation versus highfidelity simulation in pediatric nursing education. Clinical Simulation in Nursing, 5(4), e129-e136. Cardoza, M., (2012). Comparative Study of Baccalaureate Nursing Student Self-Efficacy Before and After Simulation. Computers, Informatics, Nursing, 30(3), 142–147. Dunn, K., Osborne, C., Link, H., (2014). High Fidelity Simulation and Nursing Student Self Efficacy: Does Training Help the Little Engines Know
Google Sites
Report abuse