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Perceived Learning & Confidence to Apply Nursing Theories to Clinical Practice Through Simulation: A Pilot Study

Document Type

Article

Abstract

Background

Gaps exist in prelicensure nursing education literature regarding the utility of simulation in non-clinical courses.

Sample

First-semester undergraduate nursing students enrolled in a theory course participated in a study evaluating the effectiveness of using high-fidelity simulation to facilitate transfer of learning about nursing theories to patient care and explore perceived learning and confidence to care for patients in a clinical setting.

Method

A descriptive pretest/post-test survey design with a structured debriefing based on principles of transfer of learning was employed.

Results

There was a statistically significant improvement in confidence and preparation to apply nursing theories to patient care as well as modify interventions based on patient responses to care (z = -3.511, p < .001), with a large effect size (r = 0.50).

Conclusion

High-fidelity simulation is an effective teaching-learning modality in a non-clinical course, assisting students to apply nursing theories to the plan of care successfully and confidently.

Digital Object Identifier (DOI)

https://doi.org/10.1016/j.ecns.2023.101476

APA Citation

Chargualaf, K. A., Aaron, B., & Russin, K. (2024). Perceived Learning & Confidence to Apply Nursing Theories to Clinical Practice Through Simulation: A Pilot Study. Clinical Simulation in Nursing, 86, 101476.https://doi.org/10.1016/j.ecns.2023.101476

Rights

© 2023 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.

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