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

NCT05111327 | Unknown DMC

• 1 other identifier: REC2021102
• Study Type: interventional
• Target: 100
• Locations: 1 country
• Sites: 1

Brief 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.

Conditions

Problem-solving; Clinical Reasoning; Satisfaction

Keywords

Problem-solving, clinical reasoning, student satisfaction; clinical reasoning; student satisfaction; high-fidelity simulation; nursing education

Outcome Measures

Primary Outcomes (3)

• 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

• 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

• 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

Study Arms (2)

Intervention

EXPERIMENTAL

Students in the interventional groups will receive structured simulation guideline

Other: Structured guideline

Control

NO INTERVENTION

Students in the control groups will receive standard treatment.

Interventions

Structured guideline OTHER

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.

Intervention

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• are undergraduate nursing students
• aged 18 or above

You may not qualify if:

• are enrolled in the courses with high-fidelity simulation
• Have had clinical placement

Sponsors & Collaborators

• Tung Wah College: lead

Study Sites (1)

Florence MF Wong

Kowloon, 000, Hong Kong

RECRUITING

Related 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.

  PMID: 25735910 BACKGROUND

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

  BACKGROUND

• 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.

  PMID: 22276278 BACKGROUND

• 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.

  PMID: 26455724 BACKGROUND

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

  BACKGROUND

• 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

  BACKGROUND

MeSH Terms

Conditions

Personal Satisfaction

Condition Hierarchy (Ancestors)

Behavior

Study Officials

• Florence MF Wong, Doctoral

  Tung Wah College

  PRINCIPAL INVESTIGATOR

Central Study Contacts

David Wong, PhD

CONTACT

(852) 31906722; florencewong@twc.edu.hk

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: DOUBLE
• Who Masked: PARTICIPANT, OUTCOMES ASSESSOR
• Masking Details: The research assistant will assign students randomly in either interventional or control group. Students also did not know which group their facilitator is responsible.
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator

Model Details: Students will be randomly assigned in either interventional group or control group. There are two facilitators. Each facilitator will be consistently responsible for either interventional group or control group.

Study Record Dates

• First Submitted: October 28, 2021
• First Posted: November 8, 2021
• Study Start: November 1, 2021
• Primary Completion: June 30, 2022
• Study Completion: March 31, 2023
• Last Updated: March 8, 2022

Record last verified: 2022-02

Data Sharing

• IPD Sharing: Will share
• Shared Documents: ICF
• Time Frame: June to August 2022
• Access Criteria: Nurse educators Nurses Nurse students

Locations

HK (1)