Ebr He Vanes

Evidence-based
Report
(EBR)
Submitted to: Submitted by:

Ms. Ma. Katrina Costiniano Vanessa May B. Pabatang
HE Clinical Instructor BSN1-N13
I. TITLE/TOPIC
The main topic of the quasi-experimental study was: Evaluating the Use of Simulation with
Beginning Nursing Students. It aims to compare the use of simulation versus the traditional
teaching method in promoting self-confidence and satisfaction effectively with learning among
beginning nursing students. The research questions for this study were:
 Is there a difference in level of self-confidence between students receiving traditional
skills laboratory instruction and students participating in a simulation experience when
learning effective comfort care measures?
 Is there a difference in satisfaction with learning between students receiving traditional
laboratory instruction and students participating in a simulation experience when learning
effective comfort care measures?
 Is there a relationship between student self-confidence and satisfaction with learning
following a traditional or simulated skills laboratory experience?
 Is there a change in students’ level of self-confidence following a traditional or
simulation learning experience compared to their pre-strategy level?
A single convenience sample of 63 first-semester baccalaureate nursing students was used for
this study. Thirty-four students (54%) comprised the traditional demonstration group, and 29
students (46%) comprised the simulation group. Demographics for the sample were obtained
through the office of student admissions. The sample included 52 female (82.5%) and 11 male
(17.5%) participants. Ethnic background was varied, with the sample having 76.2% white, 7.9%
African American, 12.7% Asian, and 3.2% Latino students. Participants ranged in age from 18 to
27, with 58.7% of participants being age 18; 36.5%, age 19; 3.2%, age 20; and 1.6%, age 27.
II. RESEARCH FINDINGS

Level of Self-Confidence
For the first research question evaluating self-confidence, Alfes (2011) used an independent
samples t test for equality of means. This is to determine whether there was a statistically
significant difference between the two independent sample means. Students participating in the
simulation experience were statistically, t(61) = –2.00, p = 0.05, more self-confident (M = 32.48,
SD = 3.83) than students participating in the traditional group (M = 30.74, SD = 3.10). Using
GPower3, the effect size for the group was d = 0.59.
Satisfaction with Learning
For the second research question evaluating satisfaction with learning, Alfes (2011) used an
independent samples t test for equality of means. This is to determine whether there was a
statistically significant difference between the two independent sample means. The difference in
mean scores between students participating in the simulation learning experience (M = 20.83, SD
= 3.38) and students participating in the traditional learning experience (M = 19.44, SD = 2.34)
was not significant, t(61) = –1.92, p > 0.05. The observed power for the two-tailed hypothesis
was 0.51.
This finding may be explained by the possibility students in both the simulation and
demonstration groups were actively involved in the learning experience, were given ample
opportunity to practice comfort care measures, ask questions, and receive feedback from their
graduate teaching assistant. In this study, both groups of students rated their level of satisfaction
higher after the learning experience. (Alfes, 2011)
Relationship Between Satisfaction and Self-Confidence
For the third research question evaluating the relationship between satisfaction and self-
confidence in learning, Alfes (2011) stated that bivariate analysis revealed a significant positive
relationship between self-confidence and satisfaction (Pearson r = 0.70, p < 0.01). The pair-wise
comparison showed students with higher levels of self-confidence and satisfaction with learning,
and those with lower levels of self-confidence and satisfaction with learning. The strength of the
correlation coefficient (r = 0.70) indicated self-confidence and satisfaction have a strong effect
and positive correlation. The coefficient of determination was r2 = 0.49. Therefore, the variance
shared between self-confidence and satisfaction, the predictable portion of the total variability,
was 49%.
Change in Level of Self-Confidence
For the fourth research question comparing self-confidence levels before and after the learning
strategy, an independent samples t test determined whether there was a statistically significant
difference between the two independent sample means. Students participating in the
demonstration group were statistically, t(33) = 3.70, p < 0.01, more self-confident after the
demonstration (M = 3.15, SD = 0.74) than prior to the experience (M = 2.65, SD = 0.74). Using
GPower3, the effect size for the group was d = 0.69. Similarly, students participating in the
simulation group were statistically, t(28) = 3.29, p < 0.01, more self-confident following the
simulation (M = 3.76, SD = 0.83) than before the experience (M = 3.14, SD = 1.22). The
difference was significant at the p < 0.01 level. Using GPower3, the effect size for the group was
d = 0.60. (Alfes, 2011)
Alfes (2011) stated that these findings suggest if students are given the opportunity to
participate in a level-appropriate laboratory experience, traditional or simulated, their level of
self-confidence may increase due to active participation and the ability to practice the new skill
in a supportive environment with feedback from their instructor.
III. CONCLUSION
Traditional baccalaureate students are part of a generation that embraces technology and active
learning. (Alfes, 2011) This research compares the effectiveness between using simulation and
the traditional teaching method in which beginning nursing student can develop their self-
confidence and satisfaction in learning. Results from this study support the use of simulation
experiences with beginning students as well as the need to provide a multitude of interactive
learning methods that challenge students at their current competency level.
Alfes (2011) added that the faculty are encouraged to consider simulation as a learning
strategy for beginning nursing students learning effective comfort care measures. With
technological advances in health care, it is even more important that faculty incorporate diverse
learning methods to optimize students’ adaptability to an ever changing, complex clinical
environment (Jeffries, 2009; Oermann & Gaberson, 2006; Starkweather & Kardong-Edgren,
2008). In the end, nursing faculty want students to be satisfied with their learning, but even more
important, they want students to be effective with their patients.
IV. ANALYSIS
This study of Alfes (2011) evaluates the effectiveness of using simulation as a teaching
strategy aside from just employing the traditional way. As time passes, our world is becoming
more modernized. We are introduced to different ways, techniques, machines, gadgets, etc.
created by the technology, which are useful and capable for practical application of knowledge,
most especially in molding and helping the students to develop and prepare themselves for the
future.
This study suggests that the nurse educators should embrace and make use of the activity-
based teaching strategy like simulation in teaching students. This will not just give them more
self-confidence and satisfaction, but also give them opportunity to know what and how to be a
professional nurse and put in practice all the knowledge, skills and attitude of a nurse while still
learning.
V. REFERENCE
Alfes, C.M. (2011). Evaluating the Use of Simulation with Beginning Nursing Students. Journal
of
Nursing Education, 50, 89-93. Retrieved from https://www.healio.com/nursing/journals/jne/
2011-2-50-2/%7B412a039d-4d5d-4106-bc1d-a74253415224%7D/evaluating-the-use-of-
simulation-with-beginning-nursing-students
Name: Vanessa May B. Pabatang Section: N13
Clinical instructor: Ms. Ma. Katrina Costiniano Date: 01-27-20
Description of other teaching strategies:
 A peer review assignment enables students to provide feedback on another student's

assignment submission. Peer reviews are a tool that allows communication between
students and can help students master the concepts of a course and learn from each other.
 Informal socialization is the socialization occurring in which peers and more experienced
members train newcomers as they carry out their roles.
 Student presentation are extremely useful both in and outside the classroom. After
completing a project, a presentation is a channel for students to share with others what
they have learned.
 The structure seminar is the most modern and advanced method of teaching. A seminar is
an advanced group technique which is usually used in higher education.
 A public tutorial is a method of transferring knowledge and may be used as a part of a
learning process in the public area. More interactive and specific than a book or a lecture.
 A reflective journal is a place to write down your daily reflection entries. It can be
something good or bad that happened to you that you can self-reflect and learn from the
past experience. A reflective journal can help you to identify important learning events
that had happened in your life.
 The peer learning group refers to situations where peers support each other in learning
processes. There are different forms of peer learning such as peer support groups,
supplemental instruction, peer tutoring, peer teaching, and peer-assisted learning.
 Role playing is defined as pretending to be someone else or pretending to be in a specific
situation that you are not actually in at the time.
 Previous discussion is the act of reviewing, recalling or discussing again the previous
topics.
 A Special Interest Group (SIG) is a community within a larger organization with a shared
interest in advancing a specific area of knowledge, learning or technology where
members cooperate to affect or to produce solutions within their particular field, and may
communicate, meet, and organize conferences.
 Exercise in communication is a practice of communicating effectively and therapeutically
in a particular situation.
 Brainstorming is the process of free thinking and generating ideas without being bound
by restraints such as "is this a good or bad idea?" (Slater and Cory, 2003)."
 Real world references are sources that can be used in learning which are reliable and
practical.
 Guest lecturers at a college are usually up-and-comers, experts or well-known in their
field. They are invited to the campus by a professor, student organization or department.
 An authentic task is a task that native speakers of a language would do in everyday life.
When learners do an authentic task they are doing something that puts real
communicative demands on them.
 Socratic dialogue is a formal method by which a small group (5-15 people), guided by a
facilitator, finds a precise answer to a universal question (e.g. "What is happiness?",
"What is integrity?", "Can conflict be fruitful?", etc.).
 Small groupworks on comparative learning is a group activity where each members of
the group are comparing and sharing their ideas.

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Evidence-based

Submitted to: Submitted by:

II. RESEARCH FINDINGS

Description of other teaching strategies:

 A peer review assignment enables students to provide feedback on another student's

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