Examining Knowledge, Skill, Stress, Satisfaction, and Self-Confidence Levels of Nursing Students in Three Different Simulation Modalities

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dc.authoridKUCUKAKGUN, HILALNUR/0000-0002-6454-714X
dc.authoridYildirim, Dilek/0000-0002-6228-0007
dc.authoridKOCATEPE, Vildan/0000-0001-6928-6818
dc.authoridUZEN CURA, Sengul/0000-0001-9649-6976
dc.contributor.authorCura, Sengul Uzen
dc.contributor.authorKocatepe, Vildan
dc.contributor.authorYildirim, Dilek
dc.contributor.authorKucukakgun, Hilalnur
dc.contributor.authorAtay, Selma
dc.contributor.authorUnver, Vesile
dc.date.accessioned2025-01-27T20:35:15Z
dc.date.available2025-01-27T20:35:15Z
dc.date.issued2020
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractPurpose: The aim of this study was to compare the effect of different simulation modalities on knowledge, skill, stress, satisfaction, and self-confidence levels of students receiving undergraduate education in three nursing schools. Method: This was an experimental study. Students applied the scenario of Respiratory Sounds Assessment which was prepared according to three different simulation modalities. In the study, the standardized patient, high-fidelity simulation, and partial task trainer were used as simulation modalities. Results: An increase was observed in postpractice knowledge levels of the three groups which had similar knowledge levels before the practice. Virtual Analog Scale stress levels of the students in the standardized patient group were higher than those of others. The students' mean scores of satisfaction in learning were higher in the standardized patient group. The students in the partial task trainer group had lower scores of self-confidence in learning. Skill scores of the students were lower in the standardized patient practice than those in others. Conclusion: Simulation-based experiences give students the opportunity of experiencing situations they may experience in the actual practice beforehand. Therefore, this may increase their performance in real practices, as reality increases in the standardized patient group. (c) 2020 Korean Society of Nursing Science. Published by Elsevier BV. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
dc.identifier.doi10.1016/j.anr.2020.07.001
dc.identifier.endpage164
dc.identifier.issn1976-1317
dc.identifier.issn2093-7482
dc.identifier.issue3
dc.identifier.pmid32653666
dc.identifier.scopus2-s2.0-85088817647
dc.identifier.scopusqualityQ1
dc.identifier.startpage158
dc.identifier.urihttps://doi.org/10.1016/j.anr.2020.07.001
dc.identifier.urihttps://hdl.handle.net/20.500.12428/23610
dc.identifier.volume14
dc.identifier.wosWOS:000566661400004
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherElsevier Science Inc
dc.relation.ispartofAsian Nursing Research
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20250125
dc.subjecteducation
dc.subjectknowledge
dc.subjectnursing
dc.subjectpersonal satisfaction
dc.subjectsimulation training
dc.titleExamining Knowledge, Skill, Stress, Satisfaction, and Self-Confidence Levels of Nursing Students in Three Different Simulation Modalities
dc.typeArticle

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