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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.
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.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Intervention | Experimental | Students in the interventional groups will receive structured simulation guideline |
|
| Control | No Intervention | Students in the control groups will receive standard treatment. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| 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. |
| Measure | Description | Time Frame |
|---|---|---|
| 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 |
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Inclusion Criteria: Students who
Exclusion Criteria: Students who
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| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| David Wong, PhD | Contact | (852) 31906722 | florencewong@twc.edu.hk |
| Name | Affiliation | Role |
|---|---|---|
| Florence MF Wong, Doctoral | Tung Wah College | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Florence MF Wong | Recruiting | Kowloon | 000 | Hong Kong |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 25735910 | Background | 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. | |
| 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. | ||
| 22276278 |
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There is no plan to share IPD due to confidential data.
June to August 2022
Nurse educators Nurses Nurse students
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| ID | Term |
|---|---|
| D010549 | Personal Satisfaction |
| ID | Term |
|---|---|
| D001519 | Behavior |
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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.
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The research assistant will assign students randomly in either interventional or control group. Students also did not know which group their facilitator is responsible.
| 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. |
| 26455724 | 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. |
| 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 |