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Integrating simulated teaching/learning strategies in undergraduate nursing education.
Full Abstract
In this article, the results of a mixed-methods study integrating the use of simulations in a nursing theory course in order to assess students' perceptions of self-efficacy for nursing practice are presented. Nursing students in an intervention group were exposed to a combination of lecture and simulation, and then asked to rate their perceptions of self-efficacy, satisfaction and effectiveness of this combined teaching and learning strategy. Based on Bandura's (1977, 1986) theory of self-efficacy, this study provides data to suggest that students' self-confidence for nursing practice may be increased through the use of simulation as a method of teaching and learning. Students also reported higher levels of satisfaction, effectiveness and consistency with their learning style when exposed to the combination of lecture and simulation than the control group, who were exposed to lecture as the only method of teaching and learning.
Author information
Author/s: Sinclair, Barbara (B); Ferguson, Karen (K);
Affiliation: University of Western Ontario. blsincla(-atsign-)uwo.ca
Journal and publication information
Publication Type: Controlled Clinical Trial; Journal Article; Multicenter Study
Journal: International journal of nursing education scholarship (Int J Nurs Educ Scholarsh), published in United States. (Language: eng)
Reference: 2009-; vol 6 (issue 1) : pp Article7
Dates: Created 2009/04/03; Completed 2009/07/30;
PMID: 19341357, status: MEDLINE (last retrieval date: 8/20/2009, IMS Date: )
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
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