Effect of high-fidelity simulation on Nursing student anxiety: randomized clinical trial
Keywords:Anxiety; Students, nursing; Simulation training.
This article aimed to compare the effect of high-fidelity clinical simulation with traditional teaching in a skills laboratory and with first clinical experience in health institutions on the student´s anxiety levels. The randomized clinical trial conducted with undergraduate nursing students betwen 2015 and 2016 was used. The participants were randomly allocated to control group: submitted to theoretical class and laboratory skill class; and experimental group: submitted to theoretical class, laboratory skill class and high fidelity clinical simulation. Anxiety was assessed before and after laboratory practices and the first clinical experience. As results, 54 participants were included (25 - control; 27 - experimental). During the simulation, the experimental group showed high anxiety. Before the first clinical experience, the groups did not differ, however, after, the control group showed a significant increase in anxiety (p = 0.0372), while the experimental group showed a significant reduction (p = 0.0247). It is concluded that the simulation increases anxiety levels, but seems to contribute to its reduction on first real clinical experience in health institutions. REBEC:RBR-352v3G.
Al-Ghareeb, A. Z. & Cooper, S. J. (2016). Barriers and enablers to the use of high-fidelity patient simulation manikins in nurse education: an integrative review. Nurse Educ Today, 36, 281-286.
Al-Ghareeb, A. Z., Cooper, S. J. & Mckenna, L. G. (2017). Anxiety and clinical performance in simulated setting in undergraduate health professionals education: an integrative review. Clin Simul Nurs, 13(10), 478-491.
Arslan, F. T., Türkmen, A. S., Çelen, R, Özkan, S., Altıparmak, D., & Şahin, A. (2018) Comparing traditional and simulation-based experiences in pediatrics with undergraduate nursing students in Turkey. Clin Simul Nurs, 16, 62-9.
Biaggio, A. M. B. & Natalício, L. (1979). Manual para o inventário de ansiedade Traço-Estado (IDATE). CEPA.
Cant, R. P. & Cooper, S. J. (2017). Use of simulation-based learning in undergraduate nurse education: An umbrella systematic review. Nurse Educ Today, 49, 63-71.
Dearmon, V., Graves, R. J., Hayden, S., Mulekar, M. S., Lawrence, S. M., Jones, L. et al. (2013). Effectiveness of simulation-based orientation of baccalaureate nursing students preparing for their first clinical experience. J Nurs Educ, 52(1), 29-38.
Doğru, B. V. & Aydin, L. Z. (2020). The effects of training with simulation on knowledge, skill and anxiety levels of the nursing students in terms of cardiac auscultation: a randomized controlled study. Nurse Educ Today, 84, 104216.
Harder, N. (2018). Dealing with the fidelity of simulation-based learning. Clin Simul Nurs, 25, 20-21.
International Nursing Association for Clinical Simulation and Learning [INACSL] Standards Committee INACSL Standards Committee. INACSL standards of best practice: simulationSM simulation design. Clin Simul Nurs, 12(S), 5-12.
Jeffries, P. R. (2012). Simulation in nursing education: from conceptualization to evaluation. National League of Nursing.
Kaddoura, M., Vandyke, O., Smallwood, C., & Gonzalez, K. M. (2016). Perceived benefits and challenges of repeated exposure to high fidelity simulation experiences of first degree accelerated bachelor nursing students. Nurse Educ Today, 36, 298-303.
Ko, E. & Choi, Y. (2020). Debriefing model for psychological safety in nursing simulations: a qualitative study. Int J Environ Res Public Health, 17(8), 2826.
Ko, E. J. & Kim, E. J. (2019). Effects of simulation-based education before clinical experience on knowledge, clinical practice anxiety, and clinical performance ability in nursing students. J Korean Acad Soc Nurs Educ, 25(3), 289-99.
Labrague, L. J., McEnroe-Petitte, D. M., Bowling, A. M., Nwafor, C. E. & Tsaras, K. (2019). High‐fidelity simulation and nursing students’ anxiety and self‐confidence: a systematic review. Nurs forum, 54(3), 358-368.
Li, N., Li, B., Dou, J. & Wang, X. (2015). The anxiety and influence factor of the nurse students in different levels before the nclex-rn. Iran J Public Health, 44(4), 588-589.
Nielsen, B. & Harder, N. (2013). Causes of student anxiety during simulation: what the literature says. Clin Simul Nurs, 9, 2507-2512.
Spielberger, C. D. (1966). Theory and research on anxiety. In: Spielberger, C.D. (org). Anxiety and behavior (pp.3-20). Academic Press.
Stunden, A., Halcomb, E. & Jefferies, D. (2015). Tools to reduce first year nursing students' anxiety levels prior to undergoing objective structured clinical assessment (OSCA) and how this impacts on the student's experience of their first clinical placement. Nurse Educ Today, 35(9), 987-991.
Woda, A., Hansen, J., Paquette, M. & Topp, R. (2017). The impact of simulation sequencing on perceived clinical decision making. Nurse Educ Pract, 26, 33-38.
Yockey, J. & Henry, M. (2019). Simulation anxiety across the curriculum. Clin Simul Nurs, 29, 29-37.
How to Cite
Copyright (c) 2021 Radamés Boostel; Edivane Pedrolo; Carina Bortolato-Major; Stela Adami Vayego; Maria de Fátima Mantovani; Jorge Vinícius Cestari Felix
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.