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New Simulation Orientation for Sophomore Nursing Students: Continuous Quality Improvement.

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  • 1About the Authors The authors are faculty in the Ohio State University College of Nursing, Columbus, Ohio. Lauren Porembski, MSN, RN, is an instructor of clinical practice, Technology Learning Complex. Linnea Fletcher, EdD, RN, CEN, TCRN, is a clinical instructor. Tara Spalla King, PhD, RN, is director of assessment and evaluation and assistant professor of clinical nursing. For more information, contact Lauren Porembski at porembski.7@osu.edu.

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This study explored simulation orientation methods for nursing students to reduce anxiety and build confidence. While no statistical differences were found, interactive orientation showed potential for enhancing student confidence in simulation settings.

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Area of Science:

  • Nursing Education
  • Healthcare Simulation

Background:

  • Simulation is a key tool in nursing education for skill development.
  • Student anxiety and stress can hinder learning during simulation exercises.
  • Effective orientation is crucial for maximizing the benefits of simulation.

Purpose of the Study:

  • To compare the effectiveness of traditional faculty-led versus high-fidelity simulator-led orientation on nursing students' anxiety, stress, and confidence.
  • To gather qualitative feedback for improving future simulation experiences.

Main Methods:

  • A quality improvement project involving nursing students undergoing simulation training.
  • Two orientation methods were evaluated: traditional faculty-led and interactive high-fidelity simulator-led.
  • Student-reported anxiety, stress, and confidence were measured, alongside qualitative feedback collection.

Main Results:

  • No statistically significant differences in student-reported anxiety or stress between the two orientation groups.
  • A significant difference was observed in student confidence levels, favoring one method (details not specified in abstract).
  • Qualitative data offered insights into student perceptions of the simulation experience.

Conclusions:

  • Both orientation methods have implications for managing student psychological responses in simulation.
  • Interactive, high-fidelity simulator-led orientation may offer advantages in building student confidence.
  • Qualitative feedback is essential for refining simulation-based nursing education strategies.