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The effect of simulation-based training on problem-solving skills, critical thinking skills, and self-efficacy among nursing students in Vietnam: a before-and-after study
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Tran Thi Hoang Oanh
, Luu Thi Thuy , Ngo Thi Thu Huyen
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J Educ Eval Health Prof. 2024;21:24. Published online September 23, 2024
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DOI: https://doi.org/10.3352/jeehp.2024.21.24
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Abstract
PDF Supplementary Material
- Purpose
This study investigated the effect of simulation-based training on nursing students’ problem-solving skills, critical thinking skills, and self-efficacy.
Methods A single-group pretest and posttest study was conducted among 173 second-year nursing students at a public university in Vietnam from May 2021 to July 2022. Each student participated in the adult nursing preclinical practice course, which utilized a moderate-fidelity simulation teaching approach. Instruments including the Personal Problem-Solving Inventory Scale, Critical Thinking Skills Questionnaire, and General Self-Efficacy Questionnaire were employed to measure participants’ problem-solving skills, critical thinking skills, and self-efficacy. Data were analyzed using descriptive statistics and the paired-sample t-test with the significance level set at P<0.05.
Results The mean score of the Personal Problem-Solving Inventory posttest (127.24±12.11) was lower than the pretest score (131.42±16.95), suggesting an improvement in the problem-solving skills of the participants (t172=2.55, P=0.011). There was no statistically significant difference in critical thinking skills between the pretest and posttest (P=0.854). Self-efficacy among nursing students showed a substantial increase from the pretest (27.91±5.26) to the posttest (28.71±3.81), with t172=-2.26 and P=0.025.
Conclusion The results suggest that simulation-based training can improve problem-solving skills and increase self-efficacy among nursing students. Therefore, the integration of simulation-based training in nursing education is recommended.
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Citations
Citations to this article as recorded by 
- The Effect of Work-Based Learning on Employability Skills: The Role of Self-Efficacy and Vocational Identity
Suyitno Suyitno, Muhammad Nurtanto, Dwi Jatmoko, Yuli Widiyono, Riawan Yudi Purwoko, Fuad Abdillah, Setuju Setuju, Yudan Hermawan European Journal of Educational Research.2025; 14(1): 309. CrossRef - Interactive Success: Empowering Young Minds through Games-Based Learning at NADI PPR Intan Baiduri
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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
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Tran Thi Hoang Oanh
, Nguyen Thi Yen Hoai , Pham Thi Thuy
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J Educ Eval Health Prof. 2021;18:16. Published online July 30, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.16
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7,826
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481
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9
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11
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Abstract
PDF Supplementary Material
- 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.
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Citations
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