Comparing Traditional and Simulation-Based Experiences in Pediatrics with Undergraduate Nursing Students in Turkey

Basit Öğe Kaydı
dc.contributor.authorArslan, Fatma Taş
dc.contributor.authorTürkmen, Ayşe Sonay
dc.contributor.authorÇelen, Raziye
dc.contributor.authorÖzkan, Sevil
dc.contributor.authorAltıparmak, Deniz
dc.contributor.authorŞahin, Asiye
dc.date.accessioned2020-03-26T19:53:09Z
dc.date.available2020-03-26T19:53:09Z
dc.date.issued2018
dc.departmentSelçuk Üniversitesien_US
dc.description.abstractBackground: Simulation-based nursing training helps students develop skills, such as critical thinking, decision making, and the ability to manage cases. Method: A two-group, nonrandomized, and quasi-experimental study examined the effect of using classical and simulation-based pediatric nursing training on students' perception of self-efficacy and anxiety levels as measured by the StateeTrait Anxiety Scale. Cognitive learning and social learning theories guided our study. Participants were third-year undergraduate nursing students taking a pediatric nursing course from the same instructor during two different academic years in Turkey. The control group included 115 students selected from the spring term of the 2013 to 2014 education year, and the experimental group included 112 students selected from the spring term of the 2014 to 2015 education year. Results: The simulation-based nursing training group's perception of self-efficacy was significantly higher in pediatric assessment, taking anthropometric measurements and vital signs, some medication administration, and care activities (p < .05). This study found no difference between the groups in the state anxiety mean scores of the students. The simulation-based nursing training group's trait anxiety mean scores were significantly lower (p < .05). Conclusion: Simulation-based nursing training enhances pediatric nursing students' perception of self-efficacy about their practice skills while reducing their anxiety level. (C) 2017 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.en_US
dc.description.sponsorshipSelcuk University Scientific Project [14401125]en_US
dc.description.sponsorshipThis study was completed under the research project The Effect of Simulation-based Training Pediatric Nursing on Students Practices (Selcuk University Scientific Project Number: 14401125).en_US
dc.identifier.doi10.1016/j.ecns.2017.10.012en_US
dc.identifier.endpage69en_US
dc.identifier.issn1876-1399en_US
dc.identifier.issn1876-1402en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage62en_US
dc.identifier.urihttps://dx.doi.org/10.1016/j.ecns.2017.10.012
dc.identifier.urihttps://hdl.handle.net/20.500.12395/36417
dc.identifier.volume16en_US
dc.identifier.wosWOS:000428713900010en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherELSEVIER SCIENCE INCen_US
dc.relation.ispartofCLINICAL SIMULATION IN NURSINGen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.selcuk20240510_oaigen_US
dc.subjectanxietyen_US
dc.subjectnursing studenten_US
dc.subjectpediatricen_US
dc.subjectself-efficacyen_US
dc.subjectsimulationen_US
dc.titleComparing Traditional and Simulation-Based Experiences in Pediatrics with Undergraduate Nursing Students in Turkeyen_US
dc.typeArticleen_US

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu