![]() ![]() Simulation is a promising strategy in health education, with evidence of importance for learning, but the available systematic reviews are still inconclusive about the effect of the strategy on stress, anxiety, and self-confidence of nursing students, which impact the adherence to and sustainment of this strategy. Nursing students must be educated with the most realistic technologies available to improve patients' safety. Students trained with high-fidelity simulation achieved higher scores in acquired and retained BLS knowledge and higher self-efficacy perception, indicating the value of simulation in improving knowledge and self-efficacy in nursing students. ![]() Neither knowledge acquisition nor knowledge retention showed any significant differences between the groups however, self-efficacy showed significant differences. The experimental group (n = 52) received traditional teaching of BLS (3-hour PowerPoint presentation and demonstration on static manikin in groups of 6 to 7 students) and high-fidelity BLS simulation, while the control group (n = 58) received only traditional teaching of BLS (3-hour PowerPoint presentation and demonstration on static manikin in groups of 6 to 7 students). The purpose of this quasi-experimental research study was to examine the effect of high-fidelity basic life support (BLS) simulation on knowledge acquisition, knowledge retention, and self-efficacy of Jordanian nursing students. ![]()
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