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首页> 外文期刊>Journal of Education and Practice >The Impact of Simulation on Pediatric Nursing Students’ Knowledge, Self-efficacy, Satisfaction, and Confidence
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The Impact of Simulation on Pediatric Nursing Students’ Knowledge, Self-efficacy, Satisfaction, and Confidence

机译：模拟对儿科护理学生的知识，自我效能，满意度和自信心的影响

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The simulation technology is rapidly expanding and has been used in several nursing programs around the world and in Saudi Arabia too. The aim of this study was to evaluate the effect of using a simulation based scenarios on the pediatric nursing students’ students’ knowledge, self-efficacy, satisfaction, and confidence. This study used Bandura’s Social Cognitive Learning Theory (1977; 1986) as a theoretical framework.158, third year baccalaureate nursing students enrolled in a pediatric nursing course participated in the study. Data was collected using demographic data profile questionnaire, knowledge questionnaire, Learner Satisfaction and Self Confidence in Learning Questionnaire (NLN, 2009) and the General Self-Efficacy.The simulation activities were conducted in the pediatric nursing lab. The simulation activities consisted of three respiratory problems and one cardiac scenario. High and low fidelity simulators were used. The majority of the students were unmarried (96.84%) and had no previous experience in simulation. There was a significant statistical difference in pre- and posttest knowledge and self-efficacy scores. Students were satisfied with the simulation experience and their self-confident scores were higher after the simulation session. That post simulation self-efficacy was positively correlated with satisfaction (r= .46, P = 0.001) and self-confidence (r= .50, P = 0.001). Satisfaction with simulation was also positively correlated with self-confidence (r = 0.46, P = 0.001). Although the interpretation of the study results is limited due to the short time frame between the pretest and the posttest, this study provides a stepping point for understanding how simulation may affect the pediatric nursing students’ knowledge, self-efficacy and confidence.
机译：模拟技术正在迅速扩展，并且已在全球以及沙特阿拉伯的多个护理计划中使用。这项研究的目的是评估使用基于模拟的场景对儿科护理学生的学生的知识，自我效能，满意度和自信心的影响。这项研究以班杜拉（Bandura）的社会认知学习理论（1977; 1986）为理论框架。158，参加儿科护理课程的三年级学士学位护理学生参加了该研究。使用人口统计学资料问卷，知识问卷，学习者满意度和学习问卷中的自信心（NLN，2009）和一般自我效能来收集数据。模拟活动是在儿科护理实验室进行的。模拟活动包括三个呼吸问题和一个心脏状况。使用了高保真和低保真模拟器。大多数学生未婚（96.84％），并且以前没有模拟经验。测验前和测验知识和自我效能得分之间存在显着的统计学差异。学生对模拟体验感到满意，并且模拟会议后他们的自信心分数更高。模拟后的自我效能感与满意度（r = 0.46，P = 0.001）和自信（r = .50，P = 0.001）呈正相关。对模拟的满意程度与自信心也呈正相关（r = 0.46，P = 0.001）。尽管由于前测和后测之间的时间间隔较短，所以对研究结果的解释受到限制，但该研究为理解模拟如何影响儿科护理学生的知识，自我效能和信心提供了一个起点。

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