Effect of High-Fidelity Simulation on Pediatric Nursing Students¡¯ Anxiety

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• 作者：Mary Erickson Megel ; RN ; PhD^a ; ^{mmegel@unmc.edu} ; Joyce Black ; RN ; PhD ; CWCN ; CPSN^a ; Lissa Clark ; MSN ; RN ; CNE^a ; Patricia Carstens ; MS^b ; Lindsay D. Jenkins ; APRN^c ; Jennifer Promes ; APRN-GCNS-BC^d ; Melissa Snelling ; APRN^e ; Katie E. Zander ; APRN ; PNP-BC^f ; Alicia Bremer ; MSN ; APRN-PCNS-BC ; CPN^g ; Tara Goodman ; BSN^h
• 关键词：undergraduate nursing education ; pediatric clinical ; simulation ; anxiety
• 刊名：Clinical Simulation in Nursing
• 出版年：2012
• 出版时间：November, 2012
• 年：2012
• 卷：8
• 期：9
• 页码：e419-e428
• 全文大小：251 K

文摘

This study examined the effect of practice with a high-fidelity infant simulator on anxiety in undergraduate student nurses before the first head-to-toe assessment of a hospitalized child. Students were assigned to experimental (N = 27) and attention intervention (N = 25) groups. The experimental group provided postoperative assessments using the SimBaby^TM manikin, and the attention intervention group administered infant formula and oral medications through a gastrostomy button without a manikin. State anxiety (STAI), self-confidence, and satisfaction with the learning experience were measured before and after simulated experiences in the Learning Resources Center, and before and after assessing a hospitalized child. On the students¡¯ first clinical day, anxiety scores were significantly lower than attention intervention students by 12 points before the assessment of a hospitalized child for students who practiced assessment with the manikin. Students provided suggestions for additional pediatric simulations.