Details

Autor(en) / Beteiligte

• Kim, Sun-Hee
• Kim, Eun Jung

Titel

Effects of Preobserving Peers’ Performance on Students’ Anxiety, Perceived Competency, and Satisfaction during a Clinical Simulation: A Quasiexperimental Study

Ist Teil von

• Nurse education in practice, 2022-07, Vol.62, p.103384-103384, Article 103384

Ort / Verlag

Kidlington: Elsevier Ltd

Erscheinungsjahr

2022

Quelle

Applied Social Sciences Index & Abstracts (ASSIA)

Beschreibungen/Notizen

• This study aimed to determine the effects of preobserving peers’ performance on students’ anxiety, nursing competency andlearning satisfaction in a high-fidelity simulation. Observing peers’ performance for mental practice is reportedly effective in reducing simulation anxiety and enhancing learning, but the evidence remains insufficient. An experimental two-group pre–post-test design with a wait-list control group with crossover Ninety-five senior nursing students enrolled in a simulation-based course at a university were categorized into two groups nonrandomly: students observing peers’ performance before entering a simulation scenario (preobservation or intervention) and students not observing before a scenario experience (control). Self-reported nursing competency, state-trait anxiety inventory, perceived stress level andsatisfaction with learning were then measured. Self-reported nursing competency was significantly higher andthe learning satisfaction was partially higher in the preobservation group than in the control group. The preobservation group also had lower anxiety and stress levels than the control group, although the difference was not significant. Mental practice by observing peers’ performance before entering a simulation could enhance the learning and satisfaction of students who are new to simulation.