Elements in scenario-based simulation associated with nursing students' self-confidence and satisfaction: A cross-sectional study

Camilla Olaussen, Kristin Heggdal, Christine Raaen Tvedt, Camilla Olaussen, Kristin Heggdal, Christine Raaen Tvedt

Abstract

Aim: To identify elements in scenario-based simulation associated with nursing students' satisfaction with the simulation activity and self-confidence in managing the simulated patient situation. The study will provide insight to improve the use of simulation as a learning strategy.

Design: A cross-sectional study.

Method: The Student Satisfaction and Self-Confidence in Learning scale was used as the outcome measure to identify associations with elements of the Simulation Design Scale and the Educational Practices Questionnaire scale after scenario-based simulation using patient simulators. First-year nursing students at a university college in Norway (N = 202) were invited to participate and (N = 187) responded to the questionnaires.

Results: The mean scores for self-confidence and satisfaction were 4.16 and 4.57, respectively. In the final multiple linear regression analysis, active learning was associated with satisfaction with the simulation activity, while clear objectives and active learning were associated with self-confidence in managing the simulated patient situation.

Keywords: active learning; nursing education; self‐confidence; simulation training; student satisfaction.

Conflict of interest statement

The authors declare that they have no competing interests.

© 2019 The Authors. Nursing Open published by John Wiley & Sons Ltd.

Figures

Figure 1
Figure 1
The simulation scenario and objectives

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