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

NCT ID: NCT05111327

Last Updated: 2022-03-08

Basic Information

• Recruitment Status: UNKNOWN
• Clinical Phase: NA
• Total Enrollment: 100 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2021-11-01
• Study Completion Date: 2023-03-31

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.

Detailed 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.

Conditions

Problem-solving; Clinical Reasoning; Satisfaction

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: OTHER
• Blinding Strategy: DOUBLE

Study Groups

Intervention

Students in the interventional groups will receive structured simulation guideline

Group Type: EXPERIMENTAL

Structured guideline

Intervention Type: 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.

Control

Students in the control groups will receive standard treatment.

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

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.

Intervention Type: OTHER

Eligibility Criteria

Inclusion Criteria

• are undergraduate nursing students
• aged 18 or above

Exclusion Criteria

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

• Minimum Eligible Age: 18 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Tung Wah College

OTHER

Sponsor Role: lead

Responsible Party

WONG Mei Fung Florence

Principal Investigator

Responsibility Role: PRINCIPAL_INVESTIGATOR

Principal Investigators

Florence MF Wong, Doctoral

Role: PRINCIPAL_INVESTIGATOR

Tung Wah College

Locations

Florence MF Wong

Kowloon, , Hong Kong

Site Status: RECRUITING

Countries

Hong Kong

Central Contacts

David Wong, PhD

Role: CONTACT

florencewong@twc.edu.hk

(852) 31906722

Facility Contacts

Florence MF Wong, DN, MN, RN

Role: primary

florencewong@twc.edu.hk

34686838

References

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.

Reference Type: BACKGROUND

PMID: 25735910 (View on PubMed)

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

Reference Type: 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.

Reference Type: BACKGROUND

PMID: 22276278 (View on PubMed)

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.

Reference Type: BACKGROUND

PMID: 26455724 (View on PubMed)

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

Reference Type: 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

Reference Type: BACKGROUND

Other Identifiers

REC2021102

Identifier Type: -

Identifier Source: org_study_id