Satisfaction and self-confidence of nursing students as participants and observers in realistic simulations

Teixeira, Ariane; Tavares, Juliana Petri; Cogo, Ana Luísa Petersen

doi:10.1590/1983-1447.2022.20210344.en

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Revista Gaúcha de Enfermagem

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Original Article • Rev. Gaúcha Enferm. 43 • 2022 • https://doi.org/10.1590/1983-1447.2022.20210344.en copy

Satisfaction and self-confidence of nursing students as participants and observers in realistic simulations

Satisfacción y autoconfianza de los estudiantes de enfermería como participantes y observadores en simulación realística

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Objective:

To analyze the satisfaction and self-confidence of Nursing students regarding the learning process, in the roles of participants and observers, in realistic simulation scenarios.

Method:

Observational study with 44 nursing college students in the south of Brazil. Data collection occurred from September to November 2018, through the application of the Learning Satisfaction and Self-Confidence Scale to realistic simulation scenarios. Data were analyzed using descriptive statistics and generalized estimating equations complemented by Bonferroni.

Results:

The level of satisfaction was 4.78 (±0.35) and self-confidence in learning was 4.46 (±0.39). Students in the 8th and 9th semesters had the highest means of self-confidence factor (p<0.001) when compared to the others.

Conclusion:

It was concluded that there was no statistically significant difference in the satisfaction and self-confidence in learning of nursing students with different roles in the simulation scenario.

Keywords:
Education; nursing. High fidelity simulation training. Patient safety. Students; nursing. Problem-based learning. Teaching

Scenario theme	Clinical presentation	Expected actions	Practice location and available resources
1. Hypoglycemia	Patient drowsy, sweaty, unresponsive. Had received regular and NPH insulin, was in NPO.	Recognition of signs/symptoms of hypoglycemia, reading the medical prescription, evaluation, and patient care.	Nursing laboratory similar to a hospital ward; standardized patient; service materials.
2. Risk of falling	Confused patient, lying down in bed with the bed rail lowered, complaining of abdominal pain and wanting to go to the bathroom; the patient wears a fall risk bracelet and had received benzodiazepine.	Implementation of care for the risk of falling, pain management and patient guidance.	Nursing laboratory similar to a hospital ward; standardized patient; service materials.
3. Medication allergy	Patient hospitalized for antibiotic therapy; she doesn't know how to specify the substance to which she is allergic.	Identify the patient's allergy; reading and interpretation of the medical prescription, requesting re-evaluation by the team.	Nursing laboratory similar to a hospital ward; standardized patient; service materials.
4. Cardiopulmonary arrest	Patient (mannequin) found unconscious on the floor of the healthcare institution.	Initial life support (BLS) care by healthcare professionals.	Access corridor to the laboratory; low-fidelity mannequin; training automated external defibrillator (AED).

Instrument items	Mean	Standard deviation	% agree / totally agree
Factor 1 - Satisfaction with current learning
1. The teaching methods used in this simulation were helpful.	4.84	0.41	175 (99.4)
2. The simulation provided me with a variety of materials and activities to further my learning of the medical-surgical curriculum.	4.66	0.60	166 (94.3)
3. I liked the way my teacher taught through simulation.	4.84	0.41	175 (99.4)
4. The teaching materials used in this simulation were motivating and helped me to learn.	4.73	0.57	165 (93.8)
5. The way my teacher taught through simulation was appropriate for the way I learn.	4.83	0.41	174 (98.9)
Factor 2 - Self-confidence in learning
6. I am confident that I have mastered the content of the simulation activity that my teacher presented.	4.26	0.73	158 (89.8)
7. I am confident that this simulation included the content needed to master the medical-surgical curriculum.	4.57	0.64	167 (95.4)
8. I am confident that I am developing skills and gaining the necessary knowledge from this simulation to perform the necessary procedures in a clinical setting.	4.66	0.56	171 (97.7)
9. My teacher used useful resources to teach the simulation.	4.82	0.42	173 (98.8)
10. It is my responsibility as a student to learn what I need to know through simulation.	4.58	0.66	168 (96.0)
11. I know how to get help when I don't understand the concepts covered in the simulation.	4.46	0.64	164 (93.2)
12. I know how to use simulation activities to learn skills.	4.44	0.66	162 (92.0)
13. It is the teacher's responsibility to tell me what I need to learn about the theme developed in the simulation during the class.	3.74	1.23	108 (61.4)
Factor 1 - Satisfaction with current learning	4.78	0.37	170 (96.6)
Factor 2 - Self-confidence in learning	4.44	0.39	157 (89.2)

Items	Factor 1 - Satisfaction with current learning	Factor 2 - Self-confidence in learning
6th semester Means±SE,^*	4.80 ± 0.05	4.38 ± 0.05^b
7th semester Means±SE^*	4.74 ± 0.05	4.46 ± 0.05^b
8th semester Means±SE^*	4.86 ± 0.06	4.66 ± 0.06^c
9th semester Means±SE^*	4.85 ± 0.09	4.69 ± 0.09^c
10th semester Means±SE^*	4.67 ± 0.07	4.07 ± 0.07^a
p^†	0.207	< 0.001

Universidade Federal do Rio Grande do Sul. Escola de Enfermagem Rua São Manoel, 963 -Campus da Saúde , 90.620-110 - Porto Alegre - RS - Brasil, Fone: (55 51) 3308-5242 / Fax: (55 51) 3308-5436 - Porto Alegre - RS - Brazil
E-mail: revista@enf.ufrgs.br

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[1] Corresponding author:
Ana Luísa Petersen Cogo E-mail: analuisa@enf.ufrgs.br