Abstract
Background: This study evaluates the effectiveness of integrated simulation-based resuscitation skills training combined with a clinical practicum by assessing nursing students' knowledge, psychomotor skills, and self-efficacy. Methods: In a pretest-posttest design, 255 second-year nursing students participated in an emergency nursing clinical course consisting of a two-hour simulation-based resuscitation skills training component along with an 80-hour clinical placement in an emergency department. Knowledge, self-efficacy, and psychomotor skill errors were measured. Analyses of pre- and post-test data were performed on three subgroups: the simulation-only group, the simulation with clinical observation group, and the simulation with clinical performance group. Students were divided into these groups based on resuscitation experiences during their clinical practicum in the emergency department. Results: Mean scores of knowledge (z = -13.879, p <.001) and self-efficacy (z = -10.969, p <.001) significantly improved after the clinical practicum compared to baseline. Knowledge (F = .502, p = .606), psychomotor skill error (F = 1.587, p = .207), and self-efficacy (F = .481, p = .619) did not significantly differ among the three subgroups after controlling for two covariates (age, Basic Life Support certification) in the analysis of covariance models. Conclusion: Integrated simulation-based resuscitation skills training combined with a clinical practicum might be beneficial for enhancing mastery learning and self-efficacy in nursing students through learner engagement and feedback.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 53-59 |
| Number of pages | 7 |
| Journal | Collegian |
| Volume | 23 |
| Issue number | 1 |
| DOIs | |
| State | Published - Mar 1 2016 |
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Keywords
- Cardiopulmonary resuscitation
- Knowledge
- Patient simulation
- Psychomotor performance
- Self-efficacy
ASJC Scopus subject areas
- Nursing(all)
Cite this
Effects of an integrated simulation-based resuscitation skills training with clinical practicum on mastery learning and self-efficacy in nursing students. / Roh, Young Sook; Lim, Eun Ju; Issenberg, Barry.
In: Collegian, Vol. 23, No. 1, 01.03.2016, p. 53-59.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Effects of an integrated simulation-based resuscitation skills training with clinical practicum on mastery learning and self-efficacy in nursing students
AU - Roh, Young Sook
AU - Lim, Eun Ju
AU - Issenberg, Barry
PY - 2016/3/1
Y1 - 2016/3/1
N2 - Background: This study evaluates the effectiveness of integrated simulation-based resuscitation skills training combined with a clinical practicum by assessing nursing students' knowledge, psychomotor skills, and self-efficacy. Methods: In a pretest-posttest design, 255 second-year nursing students participated in an emergency nursing clinical course consisting of a two-hour simulation-based resuscitation skills training component along with an 80-hour clinical placement in an emergency department. Knowledge, self-efficacy, and psychomotor skill errors were measured. Analyses of pre- and post-test data were performed on three subgroups: the simulation-only group, the simulation with clinical observation group, and the simulation with clinical performance group. Students were divided into these groups based on resuscitation experiences during their clinical practicum in the emergency department. Results: Mean scores of knowledge (z = -13.879, p <.001) and self-efficacy (z = -10.969, p <.001) significantly improved after the clinical practicum compared to baseline. Knowledge (F = .502, p = .606), psychomotor skill error (F = 1.587, p = .207), and self-efficacy (F = .481, p = .619) did not significantly differ among the three subgroups after controlling for two covariates (age, Basic Life Support certification) in the analysis of covariance models. Conclusion: Integrated simulation-based resuscitation skills training combined with a clinical practicum might be beneficial for enhancing mastery learning and self-efficacy in nursing students through learner engagement and feedback.
AB - Background: This study evaluates the effectiveness of integrated simulation-based resuscitation skills training combined with a clinical practicum by assessing nursing students' knowledge, psychomotor skills, and self-efficacy. Methods: In a pretest-posttest design, 255 second-year nursing students participated in an emergency nursing clinical course consisting of a two-hour simulation-based resuscitation skills training component along with an 80-hour clinical placement in an emergency department. Knowledge, self-efficacy, and psychomotor skill errors were measured. Analyses of pre- and post-test data were performed on three subgroups: the simulation-only group, the simulation with clinical observation group, and the simulation with clinical performance group. Students were divided into these groups based on resuscitation experiences during their clinical practicum in the emergency department. Results: Mean scores of knowledge (z = -13.879, p <.001) and self-efficacy (z = -10.969, p <.001) significantly improved after the clinical practicum compared to baseline. Knowledge (F = .502, p = .606), psychomotor skill error (F = 1.587, p = .207), and self-efficacy (F = .481, p = .619) did not significantly differ among the three subgroups after controlling for two covariates (age, Basic Life Support certification) in the analysis of covariance models. Conclusion: Integrated simulation-based resuscitation skills training combined with a clinical practicum might be beneficial for enhancing mastery learning and self-efficacy in nursing students through learner engagement and feedback.
KW - Cardiopulmonary resuscitation
KW - Knowledge
KW - Patient simulation
KW - Psychomotor performance
KW - Self-efficacy
UR - http://www.scopus.com/inward/record.url?scp=84960376865&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84960376865&partnerID=8YFLogxK
U2 - 10.1016/j.colegn.2014.10.002
DO - 10.1016/j.colegn.2014.10.002
M3 - Article
C2 - 27188040
AN - SCOPUS:84960376865
VL - 23
SP - 53
EP - 59
JO - Collegian
JF - Collegian
SN - 1322-7696
IS - 1
ER -