From articles published in Journal of Educational Evaluation for Health Professions during the past two years (2021 ~ ).
Reviews
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Sample size determination and power analysis using the G*Power software
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Hyun Kang
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J Educ Eval Health Prof. 2021;18:17. Published online July 30, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.17
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Abstract
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Supplementary Material
- Appropriate sample size calculation and power analysis have become major issues in research and publication processes. However, the complexity and difficulty of calculating sample size and power require broad statistical knowledge, there is a shortage of personnel with programming skills, and commercial programs are often too expensive to use in practice. The review article aimed to explain the basic concepts of sample size calculation and power analysis; the process of sample estimation; and how to calculate sample size using G*Power software (latest ver. 3.1.9.7; Heinrich-Heine-Universität Düsseldorf, Düsseldorf, Germany) with 5 statistical examples. The null and alternative hypothesis, effect size, power, alpha, type I error, and type II error should be described when calculating the sample size or power. G*Power is recommended for sample size and power calculations for various statistical methods (F, t, χ2, Z, and exact tests), because it is easy to use and free. The process of sample estimation consists of establishing research goals and hypotheses, choosing appropriate statistical tests, choosing one of 5 possible power analysis methods, inputting the required variables for analysis, and selecting the “calculate” button. The G*Power software supports sample size and power calculation for various statistical methods (F, t, χ2, z, and exact tests). This software is helpful for researchers to estimate the sample size and to conduct power analysis.
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Citations
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Belitung Nursing Journal.2023; 9(4): 313. CrossRef - Regional plantar forces and surface geometry variations of a chronic ankle instability population described by statistical shape modelling
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International Journal of General Medicine.2022; Volume 15: 513. CrossRef - Non-Invasive Transcutaneous Vagus Nerve Stimulation for the Treatment of Fibromyalgia Symptoms: A Study Protocol
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Frontiers in Bioengineering and Biotechnology.2022;[Epub] CrossRef - Perceived Entrepreneurial Stress and Entrepreneurial Resilience; The Mediating Role of the Well-Being of Entrepreneurs and Moderating Role Perceived Online Social Support
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Educational applications of metaverse: possibilities and limitations
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Bokyung Kye
, Nara Han
, Eunji Kim
, Yeonjeong Park
, Soyoung Jo
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J Educ Eval Health Prof. 2021;18:32. Published online December 13, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.32
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Abstract
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Supplementary Material
- This review aims to define the 4 types of the metaverse and to explain the potential and limitations of its educational applications. The metaverse roadmap categorizes the metaverse into 4 types: augmented reality, lifelogging, mirror world, and virtual reality. An example of the application of augmented reality in medical education would be an augmented reality T-shirt that allows students to examine the inside of the human body as an anatomy lab. Furthermore, a research team in a hospital in Seoul developed a spinal surgery platform that applied augmented reality technology. The potential of the metaverse as a new educational environment is suggested to be as follows: a space for new social communication; a higher degree of freedom to create and share; and the provision of new experiences and high immersion through virtualization. Some of its limitations may be weaker social connections and the possibility of privacy impingement; the commission of various crimes due to the virtual space and anonymity of the metaverse; and maladaptation to the real world for students whose identity has not been established. The metaverse is predicted to change our daily life and economy beyond the realm of games and entertainment. The metaverse has infinite potential as a new social communication space. The following future tasks are suggested for the educational use of the metaverse: first, teachers should carefully analyze how students understand the metaverse; second, teachers should design classes for students to solve problems or perform projects cooperatively and creatively; third, educational metaverse platforms should be developed that prevent misuse of student data.
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Citations
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E-learning in health professions education during the COVID-19 pandemic: a systematic review
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Aziz Naciri
, Mohamed Radid
, Ahmed Kharbach
, Ghizlane Chemsi
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J Educ Eval Health Prof. 2021;18:27. Published online October 29, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.27
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Supplementary Material
- As an alternative to traditional teaching, e-learning has enabled continuity of learning for health professions students during the coronavirus disease 2019 (COVID-19) pandemic. This review explored health professions students; perceptions, acceptance, motivation, and engagement with e-learning during the COVID-19 pandemic. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a systematic review was conducted by consulting 5 databases: PubMed, ERIC (Ebsco), Science Direct, Scopus, and Web of Science. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument. The research protocol was previously registered in the PROSPERO registry (CRD42021237055). From 250 studies identified, 15 were selected with a total of 111,622 students. Mostly positive perceptions were reported in 7 of 12 studies, which mainly focused on technology access, possession of basic computer skills, pedagogical design of online courses, online interactions, and learning flexibility. However, predominantly negative perceptions were identified in 5 of 12 studies, which pointed out constraints related to internet connections, the use of educational platforms, and acquisition of clinical skills. Satisfactory levels of acceptance of distance learning were reported in 3 of 4 studies. For student motivation and engagement, 1 study reported similar or higher motivation than with traditional teaching, and another study indicated that student engagement significantly increased during the COVID-19 pandemic. Health professions students showed a positive response to e-learning regarding perceptions, acceptance, motivation, and engagement. Future research is needed to remediate the lack of studies addressing health professions students’ motivation and engagement during the COVID-19 pandemic.
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Citations
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Editorial
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Training in lung cancer surgery through the metaverse, including extended reality, in the smart operating room of Seoul National University Bundang Hospital, Korea
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Huilyung Koo
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J Educ Eval Health Prof. 2021;18:33. Published online December 31, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.33
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Brief report
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Are ChatGPT’s knowledge and interpretation ability comparable to those of medical students in Korea for taking a parasitology examination?: a descriptive study
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Sun Huh
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J Educ Eval Health Prof. 2023;20:1. Published online January 11, 2023
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DOI: https://doi.org/10.3352/jeehp.2023.20.1
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Abstract
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Supplementary Material
- This study aimed to compare the knowledge and interpretation ability of ChatGPT, a language model of artificial general intelligence, with those of medical students in Korea by administering a parasitology examination to both ChatGPT and medical students. The examination consisted of 79 items and was administered to ChatGPT on January 1, 2023. The examination results were analyzed in terms of ChatGPT’s overall performance score, its correct answer rate by the items’ knowledge level, and the acceptability of its explanations of the items. ChatGPT’s performance was lower than that of the medical students, and ChatGPT’s correct answer rate was not related to the items’ knowledge level. However, there was a relationship between acceptable explanations and correct answers. In conclusion, ChatGPT’s knowledge and interpretation ability for this parasitology examination were not yet comparable to those of medical students in Korea.
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Research article
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Correlation between academic self-efficacy and burnout originating from distance learning among nursing students in Indonesia during the coronavirus disease 2019 pandemic
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Ngatoiatu Rohmani
, Rosi Andriani
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J Educ Eval Health Prof. 2021;18:9. Published online May 11, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.9
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8,235
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Abstract
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Supplementary Material
- Purpose
Distance learning, which became widespread in response to the coronavirus disease 2019 (COVID-19) pandemic, has been a burdensome challenge for students and lecturers. This study investigated the relationship between academic self-efficacy and burnout in first-year nursing students who participated in distance learning during the COVID-19 pandemic.
Methods
The study included 69 first-year nursing students at Jenderal Achmad Yani University in Yogyakarta, Indonesia. Data were collected in September 2020 through self-efficacy and burnout questionnaires that were distributed via email and social media for 2 weeks. The responses were analyzed using the gamma test.
Results
Most respondents were women (78.3%), with an average age of 19 years. Most nursing students had a moderate level of academic self-efficacy (72.5%), while only 13.0% of respondents had a low level of academic self-efficacy. However, 46.4% of students experienced severe burnout during distance learning. Cross-tabulation showed that students with moderate self-efficacy were more likely to experience severe burnout (24 respondents) (P<0.01 and r=-0.884). Exhaustion was the burnout dimension most closely associated with academic self-efficacy.
Conclusion
Students perceived distance learning as burdensome and reported high levels of exhaustion, which may negatively impact their academic achievement. Interventions to improve academic self-efficacy may foster students’ confidence, potentially leading to reduced burnout levels. Nurse educators should reflect upon innovative learning strategies to create a favorable learning environment for nursing students.
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Yuchen Zhong, Honggang Liu*
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Editorial
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Application of computer-based testing in the Korean Medical Licensing Examination, the emergence of the metaverse in medical education, journal metrics and statistics, and appreciation to reviewers and volunteers
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Sun Huh
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J Educ Eval Health Prof. 2022;19:2. Published online January 13, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.2
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6,427
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Research article
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Malaysian pharmacy students’ perspectives on the virtual objective structured clinical examination during the coronavirus disease 2019 pandemic
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Mohamed Hassan Elnaem
, Muhammad Eid Akkawi
, Nor Ilyani Mohamed Nazar
, Norny Syafinaz Ab Rahman
, Mohamad Haniki Nik Mohamed
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J Educ Eval Health Prof. 2021;18:6. Published online April 12, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.6
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5,805
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Abstract
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Supplementary Material
- Purpose
This study investigated pharmacy students’ perceptions of various aspects of virtual objective structured clinical examinations (vOSCEs) conducted during the coronavirus disease 2019 pandemic in Malaysia.
Methods
This cross-sectional study involved third- and fourth-year pharmacy students at the International Islamic University Malaysia. A validated self-administered questionnaire was distributed to students who had taken a vOSCE a week before.
Results
Out of the 253 students who were approached, 231 (91.3%) completed the questionnaire. More than 75% of the participants agreed that the instructions and preparations were clear and helpful in familiarizing them with the vOSCE flow. It was found that 53.2% of the respondents were satisfied with the flow and conduct of the vOSCE. However, only approximately one-third of the respondents believed that the tasks provided in the vOSCE were more convenient, less stressful, and easier to perform than those in the conventional OSCE. Furthermore, 49.7% of the students favored not having a vOSCE in the future when conducting a conventional OSCE becomes feasible again. Internet connection was reported as a problem hindering the performance of the vOSCE by 51.9% of the participants. Students who were interested in clinical pharmacy courses were more satisfied than other students with the preparation and operation of the vOSCE, the faculty support, and the allocated time.
Conclusion
Students were satisfied with the organization and operation of the vOSCE. However, they still preferred the conventional OSCE over the vOSCE. These findings might indicate a further need to expose students to telehealthcare models.
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American Journal of Pharmaceutical Education.2023; 87(7): 100099. CrossRef - A Telehealth Module and Virtual Objective Structured Clinical Examination of Health Literacy in Pharmacy Education
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American Journal of Pharmaceutical Education.2023; : 100555. CrossRef - Virtual OSCE: Experience and challenges with a large cohort of pharmacy students
Hanis Hanum Zulkifly, Izzati Abdul Halim Zaki, Mahmathi Karuppannan, Zakiah Mohd Noordin
Pharmacy Education.2022; 22(1): 23. CrossRef - Students’ and Examiners’ Experiences of Their First Virtual Pharmacy Objective Structured Clinical Examination (OSCE) in Australia during the COVID-19 Pandemic
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Pharmacy.2022; 10(1): 31. CrossRef - Perceptions of undergraduate pharmacy students towards online assessments used during the COVID-19 pandemic in a public university in Malaysia
Usman Abubakar, A'isyah Humaira' Mohd Salehudin, Nik Afiqah Athirah Nik Mohd Asri, Nur Atiqah Mohammad Rohi, Nur Hasyimah Ramli, Nur Izzah Mohd Khairuddin, Nur Fariesya Saiful Izham, Siti Hajar Nasrullah, Auwal Adam Sa’ad
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Mona Arekat, Mohamed Hany Shehata, Abdelhalim Deifalla, Ahmed Al-Ansari, Archana Kumar, Mohamed Alsenbesy, Hamdi Alshenawi, Amgad El-Agroudy, Mariwan Husni, Diaa Rizk, Abdelaziz Elamin, Afif Ben Salah, Hani Atwa
Advances in Medical Education and Practice.2022; Volume 13: 407. CrossRef - COVID-19-Driven Improvements and Innovations in Pharmacy Education: A Scoping Review
Jennifer Courtney, Erika Titus-Lay, Ashim Malhotra, Jeffrey Nehira, Islam Mohamed, Welly Mente, Uyen Le, Linda Buckley, Xiaodong Feng, Ruth Vinall
Pharmacy.2022; 10(3): 60. CrossRef - Supporting pharmacy students' preparation for an entry-to-practice OSCE using video cases
Michelle Flood, Judith Strawbridge, Eimear Ní Sheachnasaigh, Theo Ryan, Laura J. Sahm, Aoife Fleming, James W. Barlow
Currents in Pharmacy Teaching and Learning.2022; 14(12): 1525. CrossRef - Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia
Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
Journal of Educational Evaluation for Health Professions.2021; 18: 23. CrossRef
Review
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Can an artificial intelligence chatbot be the author of a scholarly article?
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Ju Yoen Lee
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J Educ Eval Health Prof. 2023;20:6. Published online February 27, 2023
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DOI: https://doi.org/10.3352/jeehp.2023.20.6
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4,210
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Supplementary Material
- At the end of 2022, the appearance of ChatGPT, an artificial intelligence (AI) chatbot with amazing writing ability, caused a great sensation in academia. The chatbot turned out to be very capable, but also capable of deception, and the news broke that several researchers had listed the chatbot (including its earlier version) as co-authors of their academic papers. In response, Nature and Science expressed their position that this chatbot cannot be listed as an author in the papers they publish. Since an AI chatbot is not a human being, in the current legal system, the text automatically generated by an AI chatbot cannot be a copyrighted work; thus, an AI chatbot cannot be an author of a copyrighted work. Current AI chatbots such as ChatGPT are much more advanced than search engines in that they produce original text, but they still remain at the level of a search engine in that they cannot take responsibility for their writing. For this reason, they also cannot be authors from the perspective of research ethics.
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Educational/faculty development material
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Innovative digital tools for new trends in teaching and assessment methods in medical and dental education
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Jung-Chul Park
, Hyuk-Jae Edward Kwon
, Chul Woon Chung
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J Educ Eval Health Prof. 2021;18:13. Published online June 29, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.13
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6,935
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- With the goal of providing optimal care to patients, student-centered active learning and the development of clinical competency have become vital components of the education of future physicians capable of sustainably coping with future challenges. However, the shape of future medicine is dramatically changing based on advances in information and communication technology, and the current classroom model seems to have difficulties in fully preparing students for the future of medicine. New trends in teaching and assessment methods include computer-aided instruction, virtual patients, augmented reality, human patient simulations, and virtual reality for the assessment of students’ competency. The digital technologies introduced in medical and dental education include Google Forms to collect students’ answers, YouTube livestreaming, Google Art & Culture (an online art museum), and choose-your-own-adventure as a story-telling technique. Innovations in digital technology will lead the way toward a revolution in medical and dental education, allowing learning to be individualized, interactive, and efficient.
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Pakistan Journal of Health Sciences.2023; : 63. CrossRef - Application of computer-based testing in the Korean Medical Licensing Examination, the emergence of the metaverse in medical education, journal metrics and statistics, and appreciation to reviewers and volunteers
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Review
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The effectiveness of cultural competence education in enhancing knowledge acquisition, performance, attitudes, and student satisfaction among undergraduate health science students: a scoping review
-
Elio Arruzza
, Minh Chau
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J Educ Eval Health Prof. 2021;18:3. Published online February 24, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.3
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7,616
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457
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9
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Abstract
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Supplementary Material
- Purpose
Cultural competence in healthcare assists in the delivery of culturally sensitive and high-quality services. This scoping review aims to provide an overview of the available evidence and to examine the effectiveness of classroom-based intervention strategies used to enhance the cultural competence of undergraduate health science students.
Methods
A comprehensive and systematic literature search was undertaken in databases, including Cochrane Library, Medline, and Emcare. Articles were eligible if they employed an experimental study design to assess classroom-based cultural competency education for university students across the health science disciplines. Two reviewers independently screened and extracted relevant data pertaining to study and participant characteristics using a charting table. The outcomes included knowledge, attitudes, skills, and perceived benefits.
Results
Ten studies were analysed. Diverse approaches to cultural education exist in terms of the mode, frequency, and duration of interventions. For the knowledge outcome, students who experienced cultural education interventions yielded higher post-test scores than their baseline cultural knowledge, but without a significant difference from the scores of students who did not receive interventions. Data relating to the skills domain demonstrated positive effects for students after experiencing interventions. Overall, students were satisfied with their experiences and demonstrated improvements in confidence and attitudes towards culturally competent practice.
Conclusion
Across health science disciplines, cultural competency interventions were shown to be effective in enhancing knowledge acquisition, performance of skills, attitudes, and student satisfaction. Future research is necessary to address the significant absence of control arms in the current literature, and to assess long-term effects and patient-related outcomes.
-
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Zeynab Bakhtiari, Nasrin Hanifi, Nasrin Jafari Varjoshani
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Costas S. Constantinou
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BMC Medical Education.2022;[Epub] CrossRef - Cultural Competence in Healthcare and Healthcare Education
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Research article
-
Changes in academic performance in the online, integrated system-based curriculum implemented due to the COVID-19 pandemic in a medical school in Korea
-
Do-Hwan Kim
, Hyo Jeong Lee
, Yanyan Lin
, Ye Ji Kang
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J Educ Eval Health Prof. 2021;18:24. Published online September 23, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.24
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5,077
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298
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Supplementary Material
- Purpose
This study examined how students’ academic performance changed after undergoing a transition to online learning during the coronavirus disease 2019 (COVID-19) pandemic, based on the test results of 16 integrated courses conducted in 3 semesters at Hanyang University College of Medicine in Korea.
Methods
For the 16 required courses that formed an integrated system-based curriculum running for 3 semesters, the major examinations’ raw scores were collected for each student. Percent-correct scores were used in the subsequent analysis. We used the t-test to compare grades between 2019 and 2020, and the Cohen D was calculated as a measure of effect size. The correlation of scores between courses was calculated using Pearson correlation coefficients.
Results
There was a significant decrease in scores in 2020 for 10 courses (62.5%). While most of the integrated system-based curriculum test scores showed strong correlations, with coefficients of 0.6 or higher in both 2019 and 2020, the correlation coefficients were generally higher in 2020. When students were divided into low, middle, and high achievement groups, low-achieving students consistently showed declining test scores in all 3 semesters.
Conclusion
Our findings suggest that the transition to online classes due to COVID-19 has led to an overall decline in academic performance. This overall decline, which may occur when the curriculum is centered on recorded lectures, needs to be addressed. Further, medical schools need to consider establishing a support system for the academic development of low-achieving students.
-
Citations
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Resuscitation Plus.2023; 13: 100366. CrossRef - COVID-19 and Living Situation: Effects on University of Michigan Students During the 2020-2021 Academic Year
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Review
-
Assessment methods and the validity and reliability of measurement tools in online objective structured clinical examinations: a systematic scoping review
-
Jonathan Zachary Felthun
, Silas Taylor
, Boaz Shulruf
, Digby Wigram Allen
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J Educ Eval Health Prof. 2021;18:11. Published online June 1, 2021
-
DOI: https://doi.org/10.3352/jeehp.2021.18.11
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5,763
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374
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7
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Abstract
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Supplementary Material
- The coronavirus disease 2019 (COVID-19) pandemic has required educators to adapt the in-person objective structured clinical examination (OSCE) to online settings in order for it to remain a critical component of the multifaceted assessment of a student’s competency. This systematic scoping review aimed to summarize the assessment methods and validity and reliability of the measurement tools used in current online OSCE (hereafter, referred to as teleOSCE) approaches. A comprehensive literature review was undertaken following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. Articles were eligible if they reported any form of performance assessment, in any field of healthcare, delivered in an online format. Two reviewers independently screened the results and analyzed relevant studies. Eleven articles were included in the analysis. Pre-recorded videos were used in 3 studies, while observations by remote examiners through an online platform were used in 7 studies. Acceptability as perceived by students was reported in 2 studies. This systematic scoping review identified several insights garnered from implementing teleOSCEs, the components transferable from telemedicine, and the need for systemic research to establish the ideal teleOSCE framework. TeleOSCEs may be able to improve the accessibility and reproducibility of clinical assessments and equip students with the requisite skills to effectively practice telemedicine in the future.
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Citations
Citations to this article as recorded by

- The virtual Clinical Assessment of Skills and Competence: the impact and challenges of a digitised final examination
Kenny Chu, Shivanthi Sathanandan
BJPsych Bulletin.2023; 47(2): 110. CrossRef - Virtual Learning and Assessment in Rheumatology Fellowship Training: Objective Structured Clinical Examination Revisited
Rachel M. Wolfe, Faye N. Hant, Rumey C. Ishizawar, Lisa G. Criscione‐Schreiber, Beth L. Jonas, Kenneth S. O'Rourke, Marcy B. Bolster
Arthritis Care & Research.2023;[Epub] CrossRef - Evaluation of the Utility of Online Objective Structured Clinical Examination Conducted During the COVID-19 Pandemic
Mona Arekat, Mohamed Hany Shehata, Abdelhalim Deifalla, Ahmed Al-Ansari, Archana Kumar, Mohamed Alsenbesy, Hamdi Alshenawi, Amgad El-Agroudy, Mariwan Husni, Diaa Rizk, Abdelaziz Elamin, Afif Ben Salah, Hani Atwa
Advances in Medical Education and Practice.2022; Volume 13: 407. CrossRef - Comparison of student pharmacists' performance on in-person vs. virtual OSCEs in a pre-APPE capstone course
Justine S. Gortney, Joseph P. Fava, Andrew D. Berti, Brittany Stewart
Currents in Pharmacy Teaching and Learning.2022; 14(9): 1116. CrossRef - Is online objective structured clinical examination teaching an acceptable replacement in post-COVID-19 medical education in the United Kingdom?: a descriptive study
Vashist Motkur, Aniket Bharadwaj, Nimalesh Yogarajah
Journal of Educational Evaluation for Health Professions.2022; 19: 30. CrossRef - Equal Z standard-setting method to estimate the minimum number of panelists for a medical school’s objective structured clinical examination in Taiwan: a simulation study
Ying-Ying Yang, Pin-Hsiang Huang, Ling-Yu Yang, Chia-Chang Huang, Chih-Wei Liu, Shiau-Shian Huang, Chen-Huan Chen, Fa-Yauh Lee, Shou-Yen Kao, Boaz Shulruf
Journal of Educational Evaluation for Health Professions.2022; 19: 27. CrossRef - Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia
Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
Journal of Educational Evaluation for Health Professions.2021; 18: 23. CrossRef
Editorial
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Issues in the 3rd year of the COVID-19 pandemic, including computer-based testing, study design, ChatGPT, journal metrics, and appreciation to reviewers
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Sun Huh
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J Educ Eval Health Prof. 2023;20:5. Published online January 31, 2023
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DOI: https://doi.org/10.3352/jeehp.2023.20.5
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Research article
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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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Abstract
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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
Citations to this article as recorded by

- The effect of students’ online learning experience on their satisfaction during the COVID-19 pandemic: The mediating role of preference
Xinchao Li, Flavian Adhiambo Odhiambo, Dickson Kofi Wiredu Ocansey
Frontiers in Psychology.2023;[Epub] CrossRef - Critical Thinking Disposition and Influencing Factors Among New Graduate Nurses
Hsiao-Ling Wu, Der-Fa Lu, Pei-Kwei Tsay
The Journal of Continuing Education in Nursing.2023; 54(5): 233. CrossRef - 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
Maria Dolores Ruiz-Fernández, Andrea Alcaraz-Córdoba, Maria Mar López-Rodríguez, Cayetano Fernández-Sola, Jose Granero-Molina, Jose Manuel Hernández-Padilla
Nurse Education Today.2022; 117: 105487. CrossRef