Methods: A quasi-experimental comparative research design was used for this project. The participants were nursing students from the final two semesters of an undergraduate nursing program. There were 28 (n=28) participants in the experimental group and 33 (n=33) participants in the control group who were selected randomly. A proxy faculty explained the study and got individual written consents from the participants. The IP addresses of the participants on the google doc survey forms were disabled and the data secured with password. The data will be saved for five years and permanently destroyed thereafter. Ethical principles were maintained. SPSS 23 and Non-parametric testing was utilized.
Results: The Mann-Whitney U Test revealed no statistically significant difference in the level of self-confidence between the simulation group (Md = 25, n = 28) and the demonstration group (Md = 24, n = 33), U = 499, z = .60, p = .55, r = .08 and in the level of self-confidence between the simulation group (Md = 39, n = 28) and the demonstration group (Md = 36.5, n = 33), U = 447.5, z = -.22, p = .83, r = .03. The Spearman's rho correlation coefficient showed a strong, positive correlation between the two variables, r = .87, N = 61, p < .001, with high levels of student-satisfaction associated with high levels of self-confidence with bedside shift report. The median score on student-satisfaction from pre-strategy was (Md = 2) to post-program (Md = 5) and the median score on self-confidence from pre-strategy was (Md = 2) to post-strategy (Md = 5). The Wilcoxon Signed Rank Test showed that students who participated in either the simulation or the demonstration group were statistically more confident, z = –6.79, p < .001, with a large effect size (r = .87) and more satisfied, z = –6.71, p < .001, with a large effect size (r = .86) after the intervention. The results of this study were consistent with other studies found in the literature (Gibbs & Overbeck, 2014, Lewis, R., Strachan, & Smith, 2012, & Alfes, 2011).
Conclusions: According to the Joint Commission Center for Transforming Healthcare (2017), ineffective hand-off communication between nurses has been a primary contributing factor in adverse events. Student-satisfaction with learning positively affects self-confidence as indicated from this project. High-Fidelity simulation as well as a video demonstration with a return demonstration are effective in improving student satisfaction and self-confidence with bedside shift reporting which can help prevent adverse effects related to ineffective hand-off communication. Students practicing bedside shift reporting during high-fidelity simulation experiences while in school may assist with a smoother transition to practice regarding hand-off communication.