Skills Learning and Self-confidence in Learning in High-fidelity Simulation

Not Applicable

• Conditions: Satisfaction; Clinical Reasoning; Problem-solving
• Interventions: Other: Structured guideline

• Registration Number: NCT05111327
• Lead Sponsor: Tung Wah College

Brief Summary

High-fidelity simulation (HFS) has become a favorable innovative teaching-learning method to facilitate students' learning in professional development in nursing. During the simulation, a variety of skills can be improved through HFS. This mixed randomized-control and qualitative study aims to examine the effects of the structured HFS guideline on PS, CR and Student Satisfaction and Self-Confidence in Learning in undergraduate nursing students and understand their learning experience in HFS.

Detailed Description

Nurses are facing new challenges of immediate clinical management for safer and higher quality of patient care in the current practice (Levette - Jones et al. 2018). Students are required to have independent learning and higher-intellectual skills, including problem-solving (PS) and clinical reasoning (CR), for pursuing better clinical judgements and decision-making and the most cost-effective practice (Levette - Jones et al. 2018). High-fidelity simulation (HFS) is one of the innovative and effective methods that allow students to apply integrated knowledge and skills in a designed simulated case scenario to develop higher-intellectual skills (Linn et al., 2012) and self-confidence. To allow students to achieve their HFS with enhancement of skill development and self-confidence in learning, a structured guideline is useful. This structured guideline can help course coordinators to maintain consistence in simulation teaching. Therefore, this study aims to understand students' skill development and self- confidence in learning through the HFS.

Study Timeline

• Study First Submitted: 2021-10-28
• Study First Submitted QC: 2021-10-28
• Study Start: 2021-11-01
• Study First Posted: 2021-11-08
• Status Verified: 2022-02
• Last Update Submitted: 2022-02-19
• Last Update Posted: 2022-03-08
• Primary Completion: 2022-06-30
• Study Completion: 2023-03-31

Recruitment & Eligibility

• Status: UNKNOWN
• Sex: All
• Target Recruitment: 100

Inclusion Criteria

Students who

• are undergraduate nursing students
• aged 18 or above

Exclusion Criteria

Students who

• are enrolled in the courses with high-fidelity simulation
• Have had clinical placement

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Arm && Interventions

Group	Intervention	Description
Intervention	Structured guideline	Students in the interventional groups will receive structured simulation guideline

Primary Outcome Measures

Name	Time	Method
Problem-solving skills	6 months	Problem-solving Inventory (PSI) It consists of 32 items with a six-point Likert scale. The PSI includes three subscales: Problem-Solving Confidence (PSC) (11 items), Approach-Avoidance Style (AAS) (16 items) and Personal Control (PC) (5 items). PSC is to assess self-perceived confidence, belief and self-assurance effectively in solving problems. AAS is to measure an individual's tendency of response to approach or avoid problems. PC is to assess elements of self-control on emotions and behavior.
Nurses' Clinical Reasoning	6 months	Nurses' Clinical Reasoning Scale (NCRS) includes 15 items with a Likert five-point scale to assess students' CR competence. Higher scores indicate higher clinical reasoning competence.
Student Satisfaction and Self-Confidence in Learning	6 months	The Student Satisfaction and Self-Confidence in Learning consists of 13 items with 5-likert scales to measure students' perception of their satisfaction and self-confidence in learning. Five items are related to students' satisfaction in simulation-based learning activities and the remaining eight items concerns self-confidence in learning.

Trial Locations

Locations (1)

Florence MF Wong; 🇭🇰 Kowloon, Hong Kong