Journal of Educational Evaluation for Health Professions

Research article

The relationships of nursing students’ satisfaction and self-confidence after a simulation-based course with their self-confidence while practicing on real patients in Vietnam: Tran Thi Hoang Oanh, Nguyen Thi Yen Hoai, Pham Thi Thuy; J Educ Eval Health Prof. 2021;18:16. Published online July 30, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.16

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Purpose
Simulation teaching refers to the replication of real-life scenarios, enabling students to practice nursing skills and learn actively in a safe environment. It also helps students control their anxiety and fears when caring for real patients. This study investigated the relationships of Vietnamese nursing students’ self-confidence in clinical practice with their satisfaction and self-confidence in simulation-based practice.
Methods
This cross-sectional descriptive study included 182 nursing students. The data collection included 2 separate stages with 2 main questionnaires. The Student Satisfaction and Self‐Confidence in Learning Scale was used to measure students’ satisfaction and self‐confidence after learning in the simulation room. The Confidence Scale was used to measure students’ self-confidence when first performing techniques on actual patients. Data were analyzed by descriptive and Pearson correlation statistics.
Results
Students’ satisfaction and self-confidence during the simulation course were quite high (mean±standard deviation [SD], 4.06±0.48 and 4.11±0.46 out of 5.0, respectively). In contrast, their confidence when first practicing on a patient was moderate (mean±SD, 3.19±0.62 out of 5.0). Students’ satisfaction showed moderate and weak positive correlations with self-confidence in pre-clinical practice and in clinical practice (r=0.33, P<0.001 and r=0.26, P<0.001, respectively).
Conclusion
Simulation has become an effective teaching strategy that can help nursing students be well-prepared for clinical placements in Vietnam. An effective nursing education strategy is needed to enhance the satisfaction and self-confidence of nursing students in simulation and then in clinical practice to help achieve professional engagement and development.

Citations

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Construção e validação de guia de habilidade para autoaprendizagem: preparo e administração de medicamentos
Ana Cristina Tripoloni, Carla Roberta Monteiro Miura, Tânia Arena Moreira Domingues, Juliana de Lima Lopes, Ruth Ester Assayag Batista
Caderno Pedagógico.2024; 21(4): e3835. CrossRef
Assessing satisfaction in simulation among nursing students: psychometric properties of the Satisfaction with Simulation Experience - Italian Version scale
Sara Alberti, Massimo Guasconi, Marina Bolzoni, Giulia Donnini, Paola Volpi, Sergio Rovesti, Federico Monaco, Antonio Bonacaro, Paola Ferri
BMC Nursing.2024;[Epub] CrossRef
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Hsiao-Ling Wu, Der-Fa Lu, Pei-Kwei Tsay
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Effect of video on satisfaction and self-confidence in simulation training: a randomized clinical trial
Lissette Lucrecia Monge Abarca, Alba Lúcia Bottura Leite de Barros, Rui Carlos Negrão Baptista, Ruth Ester Assayag Batista, Juliana de Lima Lopes
Revista Brasileira de Enfermagem.2023;[Epub] CrossRef
Efeito do vídeo na satisfação e autoconfiança no treinamento por simulação: estudo clínico randomizado
Lissette Lucrecia Monge Abarca, Alba Lúcia Bottura Leite de Barros, Rui Carlos Negrão Baptista, Ruth Ester Assayag Batista, Juliana de Lima Lopes
Revista Brasileira de Enfermagem.2023;[Epub] CrossRef
Effect of High-Fidelity Simulation on Self-Satisfaction and Self-Confidence Among Nursing Students
Dalia Toqan, Ahmad Ayed, Inaam A. Khalaf, Mohammad Alsadi
SAGE Open Nursing.2023;[Epub] CrossRef
The effect of home visit simulation on emotional intelligence, self-efficacy, empowerment, and stress in nursing students. A single group pre-post intervention study
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Nurse Education Today.2022; 117: 105487. CrossRef

Brief Report

Benefits of a resident-run orientation for new radiology trainees: Kara Gaetke-Udager, Katherine E. Maturen, Daniel C. Barr, Kuanwong Watcharotone, Janet E. Bailey; J Educ Eval Health Prof. 2015;12:24. Published online June 12, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.24

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Abstract PDF

Incoming radiology residents must rapidly assimilate large amounts of technical, medical, and operational information. This can be overwhelming and contribute to anxiety. Typical introductory curricula focused on radiologic content may not address the concerns of new residents. Two consecutive classes of incoming radiology residents participated in our study. For groups A (n=11) and B (n=11), the existing introductory lectures were given by faculty. For group B, residents hosted sessions for each rotation, including round-table discussions and work area tours, with emphasis on resident roles, personnel, and workflow. With institutional review board exemption, residents were anonymously surveyed before and after the sessions regarding: awareness of responsibilities, familiarity with anatomy, and anxiety regarding each rotation on a 1-4 scale. Free-text comments were collected. Comparison was performed using Wilcoxon rank sum test. Group A reported increased role awareness (P=0.04), greater content familiarity (P<0.05), and decreased anxiety (P=0.02) in one rotation each. There were 3 of 12 rotations in group B that showed significantly increased role awareness (P range <0.01 to 0.01) and decreased anxiety (P range <0.01 to <0.05). In addition, two rotations indicated improved role awareness only (P=0.02 and P=0.04), while there were four rotations reported decreased anxiety only (P range 0.01 to 0.03). Free-text commenters preferred the resident-run portions of the sessions. In conclusion, adding role-oriented introductory sessions to existing lectures for first-year residents decreased anxiety and increased role awareness for all rotations; therefore, it is suggested that anxiety may be better addressed by role-oriented content, and resident-to-resident teaching may have benefits.

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Performance Anxiety in Radiology Education and Clinical Practice
Miriam Stock, Edward Mardakhaev, Judah Burns
Journal of the American College of Radiology.2023; 20(11): 1162. CrossRef
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Ryan S. Dolan, David Theriot, Dexter Mendoza, Christopher Ho, Mark E. Mullins, Ryan B. Peterson
Current Problems in Diagnostic Radiology.2022; 51(4): 434. CrossRef
Effectively Incorporating Peer Teaching to Improve Radiology Education—Radiology In Training
Eric L. Tung, Laura L. Avery
Radiology.2022; 303(3): E32. CrossRef
An Introductory, Computer-Based Learning Module for Interpreting Noncontrast Head Computed Tomography
Kara Gaetke-Udager, Zachary N London, Sean Woolen, Hemant Parmar, Janet E. Bailey, Daniel C. Barr
MedEdPORTAL.2018;[Epub] CrossRef
The Use of Team-Building Activities to Build a Better Resident
James D. Ireland, Linda A. Deloney, Shyann Renfroe, Kedar Jambhekar
Current Problems in Diagnostic Radiology.2017; 46(6): 399. CrossRef

Research Article

Health-related quality of life and happiness within an internal medicine residency training program: a longitudinal follow-up study: Abhasnee Sobhonslidsuk, Ammarin Thakkinstian, Patchareeya Satitpornkul; J Educ Eval Health Prof. 2015;12:3. Published online February 24, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.3

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Abstract PDF

Purpose
While undergoing a hospital residency training program, residents often suffer anxiety and stress. This study aims to evaluate the change in health-related quality of life and happiness among internal medicine residents, and identify prognostic factors. Methods: Thirty-eight residents in the Ramathibodi Hospital internal medicine training program completed the World Health Organization Quality of Life-BREF and happiness Measures questionnaires at three time points: commencement, day 100, and the end of the second year of training. Confidence, expectations, anxiety, and general health were rated. Analyses were performed with mixed linear regression. Results: Financial problems were reported for 16 residents (42.1%). At baseline, most residents had moderate-to-very high confidence, expectations, and general health but also moderate-to-very high anxiety. The health-related quality of life score was highest in the social domain followed by the environmental, psychological, and physical domains. Their psychological, physical, social, and environmental scores significantly decreased after enrollment. Their happiness and general health scores were significantly reduced after enrollment. The training program duration was negatively associated with all domains. Residents with greater confidence had higher health-related quality of life scores in the physical, psychological, and environmental domains. Moreover, their general health was positively associated with the social and environmental domains. Conclusion: A reduction in health-related quality of life and happiness under the internal medicine residency program is reported. High confidence and good physical health may counterbalance the decline in health-related quality of life and happiness.

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Specialty impact on residents’ perceived quality of life, stress, and job satisfaction: a comparative study
Bo Young Kim, Inah Yoon, Seong John Han, Suk-Kyung Hong, Sehoon Choi, Hyo-Jin Kwon, Eun Key Kim
Annals of Surgical Treatment and Research.2023; 105(4): 188. CrossRef
The Relationship between Personality Traits with Depressive Symptoms and Suicidal Ideation among Medical Students: A Cross-Sectional Study at One Medical School in Germany
Winnie Chow, Jan Schmidtke, Adrian Loerbroks, Thomas Muth, Peter Angerer
International Journal of Environmental Research and Public Health.2018; 15(7): 1462. CrossRef

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