Improvement in Student Satisfaction and Confidence Levels through Simulation Activities

Purpose:

This research explored whether nursing students’ learning satisfaction and confidence scores improved in simulation experiences, as they progressed from junior to senior year. 

 Methods:

The students were asked to voluntarily participate in a survey on learning satisfaction and self-confidence following a simulation activity. The student scores were compared between juniors and seniors for each item. Survey data was collected for a one year time frame and was approved by the University’s institutional review board. The instrument utilized was the: Student Satisfaction with Learning Scale and the Self-Confidence in Learning Using Simulations Scale (Jeffries & Rizzolo, 2006).

Results:

The results demonstrated that for eight items specifically linked to satisfaction and confidence levels, there was significant improvement in the average score. The mean averages for each item were compared using a t-test for significance of means. A p value <.001 was obtained for the following eight items: “I am confident that I am mastering the content of the simulation activity that my instructors presented to me;” “I am confident that the simulation covered critical content necessary for the mastery of medical surgical curriculum;” “I am confident that I am developing the skills and obtaining the required knowledge from this simulation to perform necessary tasks in a clinical setting;” “I know how to use simulation activities to learn critical aspects of these skills;” “I actively participated in the debriefing session after the simulation;” “I had the opportunity to put more thought into my comments during the debriefing session;” “There were enough opportunities in the simulation to find out if I clearly understand the material;” “ Using simulation activities made my learning time more productive.”

Conclusion:

The faculty will continue to survey upcoming students and assess simulation activities in order to develop and improve student learning and confidence. Oermann, Poole-Dawkins, Alvarez, Foster and O’Sullivan (2010) reported that nurse managers described new graduates as lacking confidence in their clinical skills and rely unnecessarily on staff for second opinions. Real life simulations allow students the opportunity to practice clinical skills and refine decision making in an effort to develop confidence in their own abilities (Gaberson & Oermann, 2010; Swenty & Eggleston, 2010; Pike & O’Donnell, 2009).Thidemann and Soderhamn (2012) reported that satisfaction and self-confidence in learning were both highly rated in simulation groups and these activities may bridge the gap between theory and clinical practice. In all, it is imperative that faculty look at multiple ways to educate our students in a fast moving and ever-changing clinical environment. A variety of simulation activities provide an invaluable method to engage and develop student confidence.