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A Randomized Trial of Multiple-Patient Simulation Preparation to Improve Novice Nurses' Competence and Self-Efficacy
Ashley E Franklin1, Stephanie Sideras, Caitlin Dodd
1About the Authors Ashley E. Franklin, PhD, RN, CNE, CHSE, is an assistant professor, Texas Christian University, Fort Worth, Texas. Stephanie Sideras, PhD, RN, is an assistant professor, Oregon Health & Science University, Portland, Oregon. Caitlin Dodd, MSN, RN, is an assistant professor of professional practice, Texas Christian University. Jeremy Hutson, MSN, RN, is an instructor, Clackamas Community College, Portland, Oregon. This research was made possible by funding from the National League for Nursing Foundation for Nursing Joyce Griffin-Sobel Research Award and from Texas Christian University (Alma and Robert D. Moreton Research Award). For more information, contact Dr. Franklin at a.b.edge@tcu.edu.
Aim:
The purpose of the study was to determine best practices for multiple-patient simulation (MPS) preparation and frequency to improve behavioral performance in nursing students.
Background:
MPS provides a safe environment for novice nurses to practice priority setting, delegation, and multitasking, but evidence for best practices is needed.
Method:
A multisite, blinded, randomized trial was conducted to evaluate the effect of three simulation preparation methods (expert modeling, voice-over PowerPoint, and reading assignments) on students' competence and self-efficacy for providing care to multiple patients in the simulation lab. Participants (n = 73) were enrolled in capstone clinical courses at two schools of nursing.
Results:
Though there was no difference in raw change in competence score among the study groups, there was a statistically significant difference in pretest and posttest scores. The change in self-efficacy did not correlate with the change in competence.
Conclusion:
These findings will help educators understand how novice nurses benefit from repeated MPS activities.
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