Effects of Simulation Based Learning on Nursing Students’ Perceived Self-Efficacy and Injection Skill
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Abstract
This study aimed to determine the effects of simulation based training on nursing students’ perceived self-efficacy, and injection skill performance, and to compare nursing students’ perceived self-efficacy and injection skill performance between experimental and control groups after simulation-based learning (SBL). A simple random sampling was used to recruit 60 nursing students divided into two groups, experimental and control groups. The experimental group (n=30) was taught with a SBL. The control group (n=30) was provided with a routine learning method. Descriptive statistics, paired t-test and independent t-test were used to analyze data.
Results revealed as follows: Participants in the experimental group who received the simulation-based training showed statistically significant improvement in perceived self-efficacy in injection skill (t=20.95, p<.001) and injection skill performance (17.60, p<.001) after participation in the simulation program. Furthermore, the experimental group had higher average scores of perceived self-efficacy in injection skill (t=16.46, p<.001) and injection skill performance (t=14.25, p<.001) than those of the control group after learning in the simulation program. This study recommends that SBL should be created to increase nursing students’ perceived self-efficacy and injection skill performance. Therefore, nursing instructors should prepare simulations to teach injection techniques to nursing students and enhance their self-efficacy prior to providing direct care for patients.
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บทความและรายงานวิจัยในวารสารพยาบาลกระทรวงสาธารณสุข เป็นความคิดเห็นของ ผู้เขียน มิใช่ของคณะผู้จัดทำ และมิใช่ความรับผิดชอบของสมาคมศิษย์เก่าพยาบาลกระทรวงสาธารณสุข ซึ่งสามารถนำไปอ้างอิงได้
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