Nursing Reports (Apr 2021)

Impact of Initial Emotional States and Self-Efficacy Changes on Nursing Students’ Practical Skills Performance in Simulation-Based Education

  • Ricardo Gregorio Lugo,
  • Inger Hjelmeland,
  • Mette Tindvik Hansen,
  • Erna Haug,
  • Stefan Sütterlin,
  • Heidi Kristine Grønlien

DOI
https://doi.org/10.3390/nursrep11020026
Journal volume & issue
Vol. 11, no. 2
pp. 267 – 278

Abstract

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Training through simulation has shown to increase relevant and specific skills sets across a wide range of areas in nursing and related professions. Increasing skills has a reciprocal relation to the development of self-efficacy. A study was conducted to assess changes in the development of self-efficacy in simulation training for 2nd year nursing students. Initial emotional states, pre and post self-efficacy, and expert ratings of simulation performance were assessed. Results show that students who displayed an increase in self-efficacy as a result of simulation training were also judged to perform better by expert ratings. The effect of simulation on self-efficacy could be influenced by initial states of physiological activation and over control. Results also showed that initial emotional states did not moderate self-efficacy development on outcome measures. These findings improve our understanding on the relationship between students’ self-efficacy and performance of practical skills and inform pedagogical designs and targeted interventions in relation to feedback and supervision in nursing education.

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