Cases like these point to the value of clinical simulation in nursing education to help empower such students in being able to handle challenging tasks and situations in their own practice. Clinical simulation is defined by Waxman (2010) as a teaching methodology that provides students with learning experiences closely resembling real-life circumstances that they are likely to encounter in their professional practice. “Simulated clinical experience requires immersing students in a representative patient-care scenario, a setting that mimics the actual environment with sufficient realism to allow learners to suspend disbelief” (p.29). Specific to nursing education is the utilization of a lifelike high-fidelity manikin which provides a high level of interactivity and realism to nursing students during their simulation proceedings (Jeffries, 2007). The integration of simulation in the nursing education curricula is welcomed by nurse educators as a new and effective method that promises to prepare the students better for a future in the nursing profession as competent and confident health workers. Setting up a clinical simulation situation takes much time, planning and effort that draws its information from theories and professional experiences (Waxman, 2010). The complexity of clinical simulation raises the question if it does improve a student’s self-efficacy to be a more efficient professional or leave the student overwhelmed with the probable challenges he or she will face in practice. Self-efficacy is one indicator of an individual’s perception of how well prepared he or she is in being able to successfully accomplish tasks (Bandura, 1977, 1986). Further, Bandura (2004) explains that: “Efficacy beliefs influence goals and aspirations. The stronger the perceived self-efficacy, the higher the goals people set for themselves and the firmer their commitment to them. Self-efficacy beliefs also determine how obstacles and impediments are viewed. Those of high efficacy view impediments as surmountable by improvement of self-management skills and perseverant effort” (p. 145). Topic This study will explore clinical simulation as a new method of learning in nursing education. It will discuss the corresponding cognitive and affective processes that the student undergoes during the simulation and follow through if it is indeed an effective strategy in the improvement of student efficacy. The research problem The research problem posed for this study is “How does clinical simulation affect a student’s self-efficacy in learning in Nursing education?” Background and justification. The current demands of health care necessitate more aggressive training of health care professionals in order to address the growing needs of an industry that is besieged with a multitude of illnesses. More and more diseases come up with symptoms that may be unusual. These may pose a huge challenge to new nurses who have been trained in the traditional approaches of lectures, discussions, role-play and laboratory practice, as these may no longer be effective (Waxman, 2010). A nurse needs to be thoroughly trained in various areas and has amassed enough experiences to be able to carefully discern his or her next moves. Such moves may be crucial to the treatment and safety of the patient and thus,
Cite this document
(“The Effect of Clinical Simulation on Student Self-Efficacy in learning Dissertation - 1”, n.d.)
Retrieved from https://studentshare.net/religion-and-theology/36399-the-effect-of-clinical-simulation-on-student-self
(The Effect of Clinical Simulation on Student Self-Efficacy in Learning Dissertation - 1)
“The Effect of Clinical Simulation on Student Self-Efficacy in Learning Dissertation - 1”, n.d. https://studentshare.net/religion-and-theology/36399-the-effect-of-clinical-simulation-on-student-self.
Cited: 0 times
The Effect of Clinical Simulation on Student Self-Efficacy in learning Chapter 1: Introduction Statement of the Problem Nursing education has undergone vast changes to appropriately meet the changing needs of medical care. The overwhelming demands placed on nursing students may affect their confidence in carrying out what they have learned in their education into practice…
The Effect of Clinical Simulation on Student Self-Efficacy in learning
Chapter 1: Introduction
Statement of the Problem
Nursing education has undergone vast changes to appropriately meet the changing needs of medical care. The overwhelming demands placed on nursing students may affect their confidence in carrying out what they have learned in their education into practice.
The advancement of technology has created a disparity between the skills of teachers and the students, the latter generally having greater expertise in the use of technology as compared to the former. This has come as a great challenge to education because “[t]he faculty-student dyad lies at the heart of the teaching and learning process”.
The purpose of this research is to investigate the following: impact of simulation training on teamwork and doctors’ overall work performance; simulation training give greater understanding of leadership and management in the NHS; future improvements on the use of simulation training for doctors; financial costs of simulation training projects.
The discussion seeks to answer the questions: What are the perceptions of nurse educators on use of simulation in teaching? What are the issues that manipulate the insights of nurse educators on use of simulation in teaching? How does the Nurse Educators' Perception using Simulation in Teaching affect the quality of training nursing students?
Their purpose is to provide a safe environment in which trainees can learn more efficiently and gain a similar kind of experience as with working on real patients. The practice is similar to using flight simulators for training pilots and war simulators used in the military.
The advent of the internet and social media brings new possibilities into play, and even traditional ideas about body, self and image are being transformed by the multiple identities that can be represented online. In the cosmetic industry the real physical self is the target for the product usage, but very often these extended virtual identities can also be targeted in order to reach media-savvy consumers.
In Science class, the difference between average grades of the two classes made only 0.23333 points. The average of the small class was 86, one of the large class – 85.76667. So, this may lead to an assumption that a smaller number of students really contributes to the academic success of the children.
Children who like to study and have a personal investment in their own success are more likely than others to study without much supervision and to value their academic achievements. These children take pride in their successes, and are driven by internal goals rather than external encouragement.
The purpose of the study was to explore the relationship between job satisfaction and perceived efficacy among South Dakota public school special education administrators. The research methods and procedures described in Chapter 3 were employed to collect data and answer the seven research questions.
Anytime a host or a router has an IP datagram to send to another host or router, it has the logical address of the receiver. But the IP datagram must be encapsulated in a frame to be able to pass through the physical network. This means that the sender needs the physical address of the receiver. ARP is a mapping that maps a logical address to a physical address.
28 pages (7000 words)Dissertation
Got a tricky question? Receive an answer from students like you!Try us!
Let us find you another Dissertation on topic The Effect of Clinical Simulation on Student Self-Efficacy in learning for FREE!