Nursing Educational Practices in Simulation
Evaluating the nursing educational practices, student satisfaction, and self-confidence in simulation upon the students
With the ramified economic changes, Simulation has been endorsed as a necessary teaching approach by the National League of Nursing (NLN) for the purpose of getting students prepared for the role of nursing that demands high professionalism. This research proposal shows the how the research nursing educational practices, student satisfaction, and self-confidence in simulation will be done and problems and issues and discussion will also be made. This study will assist in assessing the possible issues which might be faced by students in their preparation for the role of nursing that demands high professionalism. However, due to the limited research on this topic, this research will be based on the independent hypothetical data gathered by using the primary and secondary sources.
In this research the problem would be evaluating the nursing educational practices, student satisfaction, and self-confidence in simulation.
1.2 Significance of the Study
The main significance of this study would be to assess the impact of nursing educational practices, student satisfaction, and self-confidence in simulation upon the students and their nursing courses which they could take with a view to strengthen their nursing practice. This research helps students to develop their coherent and divergent thinking upon the role of nursing that demands high professionalism.
1.3 Purpose of the Study
The main of this study is to research nursing educational practices, student satisfaction, and self-confidence in simulation. It also helps students to strengthen their nursing practice and understand the role of nursing for their high professionalism in nursing work.
- To assess student’s perception of educational practices in simulation.
- To evaluate their satisfaction and self-confidence in simulation of nursing
- To identify and assess nursing field of education and learning that demands high degree of professionalism.
1.4 Research Questions/ Hypothesis
What are the factors which shows the interrelationships between satisfaction, self-confidence, and demographics characteristics of students?
How to identify the satisfaction and self-confidence of students in simulation of nursing?
What are the basis to explore the perception of students over the experience they had in using simulation for a two year period?
1.5 Conceptual /Theoretical framework
There is no one particular mode of simulation that is used in the nursing teaching. The different modes include, task trainers, full body mannequins, hybrid simulation, and computer generated simulation or standardised simulated patients. The use of High Fidelity simulation extends unending opportunities in a secure and properly controlled environment to practice unusual and precarious occasions.
1.6 Definition of Terms
The different modes include, task trainers, full body mannequins, hybrid simulation, and computer generated simulation or standardised simulated patients.
Simulation-Necessary teaching approach by the National League of Nursing (NLN) for the purpose of getting students prepared for the role of nursing.
Task Trainer- Nursing Expert
Computer generated simulation –Advance technologies which strengthen the learning experience of nursing students.
1. Literature review
Evaluating Nursing Educational Practices, student satisfaction, and self-confidence in simulation: A descriptive study
Simulation has been endorsed as a necessary teaching approach by the National League of Nursing (NLN) for the purpose of getting students prepared for the role of nursing that demands high professionalism. Being a necessary teaching tool, the same have been applied in the nursing colleges, but doubts lay around the suitability of the same to educate the students for the cause it has been implemented. The research that is conducted is aimed to study from the perspective of a nursing student regarding the best educational practice. It is to be researched whether the nursing students simulation as a good educational and training tool. The level of satisfaction and self-confidence in simulation of the students is to be identified (Henrichs, Thorn, & Thompson, 2018).
As already discussed, nursing is a field of education and learning that demands high degree of professionalism. As learning involves a great degree of care and professionalism, teaching also does. Since decades, the teaching method had not changed. The same sort of clinical education in the same manner was being transmitted and taught to the students. The focus has been heavily upon task or skill performance (Baptista, et. al 2016). Satisfaction and gains perceived by nursing students with medium and high-fidelity simulation: A randomized controlled trial. Nurse education today, 46, 127-132.. There had been a complete ignorance of the need of developing clinical choice making and precarious thinking in the nursing students. Also, the students are always offered to treat a few clients only, that too at individual basis, these students lack team building characteristics. To deal with the increasing complexities in the nursing profession and the difficult placement schemes, every nursing college has been looking for new ways to impart the trainings and education (Pfeifer, et. al 2016).
All the problems relating to fewer experiences individually as well as in team have occurred because of the face to face modes of teaching. As an alternate method to the same mode, Simulation has come into picture. Similarly like any other advancement, questions have also been raised on this method’s suitability to serve the purpose. A study has been conducted by National Council of State Boards of Nursing (NCSBN), which deals with the research on whether a replacement of clinical time could be done with the simulation time. The study or the research has been conducted to keep the student view in the top priority. Their perception of best educational practice is put on the top with the evaluation of student satisfaction and their self-confidence in using simulation (Lee, & Oh, 2015).
When simulation is discussed a teaching tool, it has been found in research that this acts as a strong teaching tactic. The tool aids in development of self-confidence, safety and competencies among the students along with its high contribution to learning. The faculty in nursing department use this tool as an effective one to impart learning experiences that are dynamic as well as prized. These experiences could at the same time be used in place of the real life clinical experiences. The results that the study conducted by NCSBN showed have proved that traditional clinical experiences can be replaced by up to 50% by the implementation of simulation. It is found that the incorporation of simulation based teaching in nursing colleges could help the medical students in achieving specified clinical skills and that too superior to traditional system of teaching (Cook, Hernandez, Scanlon, Langlotz, & Li, 2016).
It is brought into being that the simulator use yielded same results in comparison to live patients in terms of selection of treatment to be extended and patient assessment improvement. The use of simulation represented very precisely the state of disease and complete real-life situations. The point where simulation teaching tool takes a step ahead of the traditional teaching mode from the perception of students is several. These include ignorance of team work while dealing individual clients, omission of learning areas while attending a particular clinical day session, and the ignorance of overall quality by focusing only on the quantity of tasks (Solheim, Plathe, & Eide, 2017).
The study conducted was designed to explore the perception of students over the experience they had in using simulation for a two year period. The main purpose was to understand the best educational practices from student’s point of view. The simulation under current study is High Fidelity Simulation. The use of High Fidelity simulation extends unending opportunities in a secure and properly controlled environment to practice unusual and precarious occasions. There is no confinement on the number of times a student can practice. Repetitive practice also helps in this way in the achievement of a desired level of skills and competence. No particular student is advanced any special treatment (Daley, Beman, Morgan, Kennedy, & Sheriff, 2017). For the complete population of students, a standard result is achieved with reduced variability in training. Emphasis could be placed on collaboration as a team by aiding into healthy communication among different levels. By the help of simulation, the problems relating to shortages of faculty, less availability of sites to be treated as clinics, and increased obsoleting technology can be dealt well in order. Overall confidence and competence of the nursing students can be increased for dealing in complex and urgent nursing circumstances that involve high stress.
Through the use of simulation, it is now possible to imitate those stressful and emergency situations that arise in real life nursing profession but are not easily available for the students to practice before hand by traditional modes of teaching. A parallel approach could also be adopted wherein simulation can be used along with clinical approach of teaching. However, if the level of consistency in the students’ perception dealing with their satisfaction and self-confidence relating to simulation are considered, the results that have been realised are somehow inconsistent. But if majority results are to be observed, simulation has popped as a valuable and widely accepted tool in generation of educated and highly professional future nurses. It is seen that the students have accepted simulation well and that have resulted in increasing their self-confidence as well. Students have accepted it well that through the use of simulation, they have felt more confident and proficient in applying their skills (Munshi, Lababidi, & Alyousef, 2015).
There is no one particular mode of simulation that is used in the nursing teaching. The different modes include, task trainers, full body mannequins, hybrid simulation, and computer generated simulation or standardised simulated patients. The studies that have been conducted over the use of simulation have proved that the variation in the results relating to the satisfaction and self-confidence of the nursing students are not majorly because of the different demographic conditions. Most of the nursing students have been found happier with the use of clinical simulation. Improvement in the self confidence is observed to great extent.
A further dig into the reasons why the students have been found satisfied with the results show that, the techniques that simulation incorporates are found effective as well as comprises of clear explanation of expectations tied to the learners. Retention of knowledge is higher in case of clinical simulation if the same is compared with the traditional aspects. The factors like age, stream of learning and the course under study are statistically and significantly correlated with the level of satisfaction. The speed at which transition is made into a blooming professional career is increased with the adoption of simulation techniques in hand (Daley, Beman, Morgan, Kennedy, & Sheriff, 2017).
A popular research conducted in the simulation tool enrolled several students in a simulated mock code experience on a voluntary basis. A learning scale was developed, on which the participant students were asked to rate the level of satisfaction and self-confidence. Along with information sheet consisting of demographic questions is incorporated. An orientation programme was also framed to introduce the nursing students to laboratory and simulator. These two mirrored the environment that exists in an ICU. On an anonymous basis, data was collected from the participant nursing students. The satisfaction results response stretched from 2 to 5, where 2 represented disagreement and 5 represented strong agreement. One of the items in subscale satisfaction had the uppermost mean being (4.65+/-0.60). This represented that the participant students are in agreement of the fact that majority of materials for learning and related activities are promoted. The cumulative score of mean was reported to be 4.49. This score showed that the maximum students who participated in the code experience of simulated mock were satisfied.
2. Research Method
3.1 Research design
The research design and research strategy will be used in this research for the approach of the research study that helps in gaining knowledge on the research topic. It will also be useful for the critically analysing the gathered data and drawing conceptual knowledge on the nursing field of education and learning that demands high degree of professionalism (Creswell, & Creswell, 2017).
3.2 Study setting
The other studies that were conducted in the same stream also will be helpful for the same results in the positive side. It is well accepted now that the application of simulation in the field of nursing education has opened up new spheres. These opened spheres have provided a space in contributing to the skills, knowledge and confidence of the nursing students. The ratio of agreement and strong agreement to this fact of contribution to satisfaction has been equal to 49% both. However, the acceptance of simulation technique has been frightening to the nursing students in the first phase. This research on their significant experience has been full of satisfaction and open acceptance and will be used for the effective research.
3.3 Study Population and Sampling
It is considered that convenience of sample accompanied of sophomore, junior, and senior nursing students who are enrolled in nursing program. This sample survey will be conducted on the 100 nursing students over the two years. The sample is predominantly female (86%) and majority of students are between 19 and 25 years old (75%), followed by 26–35 years old (16.5%), 36–45 years old (5.5%), and 46–55 years old (3%). Students were further identified as being sophomores (36.5%), juniors (35.5%), or seniors (28%). The below is the table given for the sample statistics (Creswell, & Creswell, 2017).
|Characteristics of participants presented by school year|
3.4 Procedure of Data Collection
This research will be conducted by using primary and secondary sources of data. There are various research methods which could be used to collect qualitative and quantitative data in this research. In this research, more focus will be made to gather qualitative data which will enlighten the analytical approaches to assess factors which might impact satisfaction, self-confidence, and demographics characteristics of nursing students (Green, & Thorogood, (2018).
This research will be based on the data gathered from the primary and secondary sources. In addition to this, journal articles, literature review, official gazettes, and documents will also be used to gather the qualitative data for the nursing field of education and learning that demands high degree of professionalism. The questionnaire will be developed to gather primary information from the nursing students and staff members. However, Ms excel and Annova methods will be used to conduct the stratified sample survey on the gathered data. The ANNOVA calculation will also be used to support the regression analysis on the gathered two set of data and set up nexus among their interceptors (Sekaran, & Bougie, 2016).
3.6 Data analysis
After gathering data, in order to conduct the research, data analysis tool such as Statistical Package for Social Sciences (SPSS) program, Excel tables and regression analysis conducted by using the ANNOVA methods will be used. The ANNOVA method and regression analysis tool would be used to assess gathered data and determine two set of collected data on perception of students over the experience they had in using simulation for a two year period and set up nexus among their interceptors perception of students (Bell, Bryman, & Harley, 2018).
This research will be based on the qualitative and quantitative data gathered from the primary and secondary sources. All the data privacy and applicable laws related to data security will be followed. It is considered that all data which would be used in this research will be fully plagiarism free and based on own research and gathered data. This research will comply with all the possible acts, regulations and laws. In addition to this, while gathering data from the respondents, the object of gathering data from them will be disclosed. All the gathered data would be kept under privacy and no personal information of the respondents would be shared in this research. This research also comply with the principles of ethics while implementing research. This research will be genuine and based on the analytical and divergent work approach. The research which will be prepared will not breach any of the laws and will comply with all the applicable rules and regulations.