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

Satisfaction Clinical Trial

Official title:

Skill Learning Abilities and Students' Self-confidence in Learning in High-fidelity Simulation: A Mixed Method

Clinical Trial Details — Status: Recruiting

Administrative data

• NCT number: NCT05111327
• Other study ID #: REC2021102
• Status: Recruiting
• Phase: N/A
• Start date: November 1, 2021
• Est. completion date: March 31, 2023

Study information

• Verified date: February 2022
• Source: Tung Wah College
• Contact: David Wong, PhD
• Phone: (852) 31906722
• Email: florencewong[@]twc.edu.hk
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial 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.

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.

Recruitment information / eligibility

• Status: Recruiting
• Enrollment: 100
• Est. completion date: March 31, 2023
• Est. primary completion date: June 30, 2022
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: 18 Years and older

Eligibility

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

Related Conditions & MeSH terms

• Clinical Reasoning
• Problem-solving
• Satisfaction

Intervention

Other:
• Structured guideline
Students in the intervention group will receive more learning materials before study. The structured guideline will be used to facilitate students' learning in simulation by the facilitator.

Locations

Country	Name	City	State
Hong Kong	Florence MF Wong	Kowloon

Sponsors (1)

Lead Sponsor	Collaborator
Tung Wah College

Country where clinical trial is conducted

Hong Kong, 

References & Publications (6)

Cadorin L, Rei A, Dante A, Bulfone T, Viera G, Palese A. Enhancing self-directed learning among Italian nursing students: A pre- and post-intervention study. Nurse Educ Today. 2015 Jun;35(6):746-53. doi: 10.1016/j.nedt.2015.02.004. Epub 2015 Feb 18. — View Citation

Heppner, P.P. & Petersen, C.H. The development and implications of a personal problem solving inventory. Journal of Counseling Psychology. 1982; 29: 66-75.

Levett-Jones, T. (2nd Ed.). Clinical reasoning: Learning to think like a nurse. 2018. Pearson.

Linn A, Khaw C, Kildea H, Tonkin A. Clinical reasoning - a guide to improving teaching and practice. Aust Fam Physician. 2012 Jan-Feb;41(1-2):18-20. — View Citation

Liou SR, Liu HC, Tsai HM, Tsai YH, Lin YC, Chang CH, Cheng CY. The development and psychometric testing of a theory-based instrument to evaluate nurses' perception of clinical reasoning competence. J Adv Nurs. 2016 Mar;72(3):707-17. doi: 10.1111/jan.12831. Epub 2015 Oct 12. — View Citation

National League for Nursing. Description of available tools. 2016. Retrieved from http://www.nln.org/professional-development-programs/research/tools-andinstruments/descriptions-of-available-instruments

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Problem-solving skills	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.	6 months
Primary	Nurses' Clinical Reasoning	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.	6 months
Primary	Student Satisfaction and Self-Confidence in Learning	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.	6 months