The purpose of this mixed methods study was to explore the differences in student communication skills, student perception of fidelity, and student self-confidence and satisfaction between beginning nursing students participating in a high-fidelity mannequin based versus a standardized patient-based health history simulation. A secondary purpose was to determine if the order in which beginning students participate in two simulation-based experiences influence student communication skills, student perception of fidelity and student self-confidence and satisfaction. A third purpose of this study was to understand from the students’ perspective the strengths and limitations of both simulation experiences using reflective journaling.
Background: Nursing students struggle with communicating effectively with patients, family and other members of the healthcare team. The Joint Commission has established improving communication as a priority for improving patient safety since 2006; therefore, recognition of nursing students’ strengths and weaknesses in this regard is a priority for planning and modification in future.
Design: A mixed methods design utilizing the (NLN) Jeffries Simulation Theory and Kolb’s Experiential Learning Theory as frameworks.
Methods: A convenience sample of nursing students in their junior year were recruited to participate in two health history simulations using a high-fidelity mannequin and a standardized patient. Student communication skills were measured using the Health Communication Assessment Tool; perception of fidelity and simulation design will be assessed with the NLN Simulation Design Scale; Self-confidence and satisfaction will be evaluated using The NLN Student Satisfaction and Self-Confidence in Learning tool. Students were interviewed and completed a reflective questionnaire during debriefing.
Results: Students demonstrated high-order thinking, transferability of skills, behavioral characteristics that align with empathy, reflective self-awareness and awareness of their surroundings, made real emotional connections with the patient, and understood the role of nurse after participating in the SP based simulation.
|Commitee:||Green, Cheryl, Forte, Pamela, Resha, Cheryl, Burger, Susan|
|School:||Southern Connecticut State University|
|School Location:||United States -- Connecticut|
|Source:||DAI-A 82/1(E), Dissertation Abstracts International|
|Keywords:||Communication, Critical thinking, Empathy, Fidelity, Nursing students, Simulation|
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