Clinical trial NCT05111327: Skills Learning and Self-confidence in Learning in High-fidelity Simulation
Official title: Skill Learning Abilities and Students' Self-confidence in Learning in High-fidelity Simulation: A Mixed Method
Study type: INTERVENTIONAL
Overall status: UNKNOWN
Phase: NA
Conditions: Problem-solving
Clinical Reasoning
Satisfaction
Keywords: Problem-solving, clinical reasoning, student satisfaction
clinical reasoning
student satisfaction
high-fidelity simulation
nursing education
Lead sponsor: Tung Wah College
Sponsor class: OTHER
First posted: 2021-11-08
Enrollment: 100
Sex: ALL
Minimum age (years): 18
Standard ages: ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: Students will be randomly assigned in either interventional group or control group. There are two facilitators. Each facilitator will be consistently responsible for either interventional group or control group.
Primary purpose: OTHER

Brief summary: High-fidelity simulation (HFS) has become a favorable innovative teaching-learning method to facilitate students' learning in professional development in nursing. During the simulation, a variety of skills can be improved through HFS. This mixed randomized-control and qualitative study aims to examine the effects of the structured HFS guideline on PS, CR and Student Satisfaction and Self-Confidence in Learning in undergraduate nursing students and understand their learning experience in HFS.

Detailed description: Nurses are facing new challenges of immediate clinical management for safer and higher quality of patient care in the current practice (Levette - Jones et al. 2018). Students are required to have independent learning and higher-intellectual skills, including problem-solving (PS) and clinical reasoning (CR), for pursuing better clinical judgements and decision-making and the most cost-effective practice (Levette - Jones et al. 2018). High-fidelity simulation (HFS) is one of the innovative and effective methods that allow students to apply integrated knowledge and skills in a designed simulated case scenario to develop higher-intellectual skills (Linn et al., 2012) and self-confidence. To allow students to achieve their HFS with enhancement of skill development and self-confidence in learning, a structured guideline is useful. This structured guideline can help course coordinators to maintain consistence in simulation teaching. Therefore, this study aims to understand students' skill development and self- confidence in learning through the HFS.

Eligibility criteria: Inclusion Criteria: Students who

* are undergraduate nursing students
* aged 18 or above

Exclusion Criteria: Students who

* are enrolled in the courses with high-fidelity simulation
* Have had clinical placement

Primary outcomes:
measure: Problem-solving skills
timeFrame: 6 months
measure: Nurses' Clinical Reasoning
timeFrame: 6 months
measure: Student Satisfaction and Self-Confidence in Learning
timeFrame: 6 months
Secondary outcomes:
Other outcomes:
Locations:
city: Kowloon
country: Hong Kong
facility: Florence MF Wong
Study officials:
affiliation: Tung Wah College
name: Florence MF Wong, Doctoral
role: PRINCIPAL_INVESTIGATOR
References:
citation: Cadorin L, Rei A, Dante A, Bulfone T, Viera G, Palese A. Enhancing self-directed learning among Italian nursing students: A pre- and post-intervention study. Nurse Educ Today. 2015 Jun;35(6):746-53. doi: 10.1016/j.nedt.2015.02.004. Epub 2015 Feb 18.
citation: Heppner, P.P. & Petersen, C.H. The development and implications of a personal problem solving inventory. Journal of Counseling Psychology. 1982; 29: 66-75.
citation: Linn A, Khaw C, Kildea H, Tonkin A. Clinical reasoning - a guide to improving teaching and practice. Aust Fam Physician. 2012 Jan-Feb;41(1-2):18-20.
citation: Liou SR, Liu HC, Tsai HM, Tsai YH, Lin YC, Chang CH, Cheng CY. The development and psychometric testing of a theory-based instrument to evaluate nurses' perception of clinical reasoning competence. J Adv Nurs. 2016 Mar;72(3):707-17. doi: 10.1111/jan.12831. Epub 2015 Oct 12.
citation: Levett-Jones, T. (2nd Ed.). Clinical reasoning: Learning to think like a nurse. 2018. Pearson.
citation: National League for Nursing. Description of available tools. 2016. Retrieved from http://www.nln.org/professional-development-programs/research/tools-andinstruments/descriptions-of-available-instruments