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Monitoring Nursing Students' Stress Levels During High-Fidelity Simulation Using an Electronic Wristband Device
Ayse Akalin1, Dennis Demedts, Florence D'haenens
1About the Authors All authors are faculty in the Department of Healthcare, Design, & Technology, Brussels Expertise Centre for Healthcare Innovation (BruCHI), Erasmus Brussels University of Applied Sciences and Arts, Brussels, Belgium. Ayse Akalin, PhD, RN, is also a researcher, Faculty of Medicine and Pharmacy, Department of Public Health, Biostatistics and Medical Informatics Research Group, Brussels Institute for Teacher Education, Vrije Universiteit Brussel, and associate professor, Faculty of Health Sciences, Düzce University, Düzce, Türkiye. Dennis Demedts, PhD, RN, is a researcher, Vrije Universiteit Brussel. Florence D'haenens, MSc, RM, is a researcher, Midwifery Department, Odisee University of Applied Sciences, Belgium. Maaike Fobelets, PhD, RM, is a researcher and professor, Faculty of Medicine and Pharmacy, and Brussels Institute for Teacher Education, Vrije Universiteit Brussel. Joeri Vermeulen, PhD, RM, is a researcher, Vrije Universiteit Brussel, and a professor, Faculty of Science, Technology and Medicine, University of Luxembourg. Sandra Tricas-Sauras, PhD, RN, is a professor, Public Health School, Université Libre de Bruxelles, Brussels.
Abstract:
Simulation can effectively enhance the clinical reasoning skills of nursing students. However, it can also lead to increased stress levels with a potential impact on learning outcomes. We monitored nursing students' stress using the E4©wristband and evaluated the effects of a brief debriefing intervention on stress and overall satisfaction during simulation. Using a randomized controlled study design, we collected quantitative data and real-time stress measurements. Tailored debriefing interventions have the potential to improve overall well-being and learning satisfaction.
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