The relationships of nursing students’ satisfaction and self-confidence after a simulation-based course with their self-confidence while practicing on real patients in Vietnam.
The relationships of nursing students’ satisfaction and self-confidence after a simulation-based course with their self-confidence while practicing on real patients in Vietnam.
复制标题
护理专业学生在越南真实的病人身上实习时，在模拟课程后的满意度和自信心与自信心的关系。
DOI：
10.3352/jeehp.2021.18.16
复制
发表时间：
2021
影响因子：
4.4
通讯作者：
Thuy PT
中科院分区：
文献类型：
--
作者：
Oanh TTH;Hoai NTY;Thuy PT
模拟教学是指对现实生活场景的复制，使学生在安全的环境中实践护理技能，主动学习。它还帮助学生在照顾真正的病人时控制自己的焦虑和恐惧。本研究旨在探讨越南护生在临床实习中的自信心与其在模拟实习中的满意度和自信心的关系。本研究以182名护生为研究对象。数据收集包括2个独立的阶段，2个主要问卷。采用学生学习满意度和自信心量表测量学生在模拟教室学习后的满意度和自信心。信心量表用于测量学生首次对实际患者进行技术表演时的自信心。数据分析采用描述性统计和Pearson相关统计。学生在模拟课程中的满意度和自信心都很高（均数±标准差[SD]分别为4.06±0.48和4.11±0.46，满分为5.0）。相比之下，当他们第一次对患者进行练习时，他们的信心是中等的（平均值±标准差，3.19±0.62 / 5.0）。学生满意度与临床前、临床自信呈中、弱正相关（r=0.33， P<0.001; r=0.26， P<0.001）。模拟已经成为一种有效的教学策略，可以帮助护理学生为在越南的临床实习做好充分的准备。需要一个有效的护理教育策略来提高护理学生在模拟和临床实践中的满意度和自信心，以帮助实现专业参与和发展。
Simulation teaching refers to the replication of real-life scenarios, enabling students to practice nursing skills and learn actively in a safe environment. It also helps students control their anxiety and fears when caring for real patients. This study investigated the relationships of Vietnamese nursing students’ self-confidence in clinical practice with their satisfaction and self-confidence in simulation-based practice. This cross-sectional descriptive study included 182 nursing students. The data collection included 2 separate stages with 2 main questionnaires. The Student Satisfaction and Self‐Confidence in Learning Scale was used to measure students’ satisfaction and self‐confidence after learning in the simulation room. The Confidence Scale was used to measure students’ self-confidence when first performing techniques on actual patients. Data were analyzed by descriptive and Pearson correlation statistics. Students’ satisfaction and self-confidence during the simulation course were quite high (mean±standard deviation [SD], 4.06±0.48 and 4.11±0.46 out of 5.0, respectively). In contrast, their confidence when first practicing on a patient was moderate (mean±SD, 3.19±0.62 out of 5.0). Students’ satisfaction showed moderate and weak positive correlations with self-confidence in pre-clinical practice and in clinical practice (r=0.33, P<0.001 and r=0.26, P<0.001, respectively). Simulation has become an effective teaching strategy that can help nursing students be well-prepared for clinical placements in Vietnam. An effective nursing education strategy is needed to enhance the satisfaction and self-confidence of nursing students in simulation and then in clinical practice to help achieve professional engagement and development.