The literature defined HPS in nursing education as the act of performing the nursing psychomotor skills on the mannequins in simulated clinical environment ( Gaba, 2004 ; Reese et al., 2010 ; Rothgeb, 2008 ). The act of performing psychomotor skills uses diverse clinical scenarios in a safe clinical environment; an environment that encourages group learning, critical thinking, communication, collaboration, and clinical decision-making of the participants. There are low fidelity, high fidelity and full mission simulations in addition to real-life human volunteers for some nursing school learning laboratories. Simulators support the development of pre-planned scenarios that mimic a wide variety of clinical situations ( Fanning & Gaba, 2007 ; Nehring & Lashely, 2004 AU77: The in-text citation "Nehring & Lashely, 2004" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ; Nehring, 2008 ).
Published in Chapter:
Human Patient Simulations: Evaluation of Self-Efficacy and Anxiety in Clinical Skills Performance
Grace N. Onovo (Hostos Community College, USA)
Copyright: © 2014
|Pages: 29
DOI: 10.4018/978-1-4666-6260-5.ch014
Abstract
The relationship between self-efficacy (self-confidence) and anxiety levels, and the use of Human Patient Simulations (HPS) as a teaching-learning strategy, has not been sufficiently studied in the area of clinical nursing education. The purpose of this chapter is to evaluate the self-efficacy/self-confidence and anxiety levels in clinical skills performance of undergraduate nursing students, pre-use and post-use of Human Patients Simulations (HPS), as a teaching and learning strategy in maternity nursing. The study used a quantitative, pre-experimental, one group study design with a pretest and posttest experiment in data collection. The findings concluded that HPS reduced anxiety and increased self-efficacy/self-confidence in clinical skills performance and decision-making of the participants. In addition, the study found that the participants had difficulties in tasks performance with the following action verbs associated with the cognitive domain of Bloom's taxonomy. The verbs were “identify,” “apply,” and “analyze.”