Impact of interactive situated and simulated teaching program on novice nursing practitioners' clinical competence, confidence, and stress

Nurse Education Today
Sue-Hsien ChenKun-Yun Yeh

Abstract

Novice nursing practitioners (NNPs) often struggle to make the transition to fully competent professionals. We sought to determine the impact of an interactive, situated learning workshop on a participant's clinical competence. This work aimed to improve the clinical competence, promote the self-confidence, and reduce the number of work-related stressors of NNPs. We randomly allocated 31 newly graduated NNPs into interactive situated and simulated teaching (ISST) and non-ISST groups, which were perceived as the homogeneity of the 2 groups based upon no significant difference at age, education level and work units. The ISST program comprised six follow-up interactive face-to-face support sessions over a three-month period following the standard orientation training course. We assessed the participants' competency, stress, and confidence levels in professional competence before and at the end of the study. At the end of the three-month study period, the ISST group demonstrated superior nursing competency (p=0.001), as well as reported lower stress levels (p=0.011), and increased confidence in professional competence (p=0.026) as compared with those in the control group. A multiple regression analysis revealed that clinical nursin...Continue Reading

Citations

Jul 25, 2018·Perspectives in Psychiatric Care·Yusuke Kurebayashi
Oct 31, 2018·Irish Journal of Medical Science·Robert M MaweniStella Vig
Nov 12, 2020·Revista latino-americana de enfermagem·Juliana da Silva Garcia NascimentoMaria Celia Barcellos Dalri
Dec 16, 2020·Nursing Open·Alette H SvellingenGuttorm Brattebø
Apr 5, 2021·Nursing Education Perspectives·Mary Ann CantrellEvelyn Lengetti
Jul 26, 2021·La Revue de médecine interne·C MercuzotC Roubille
Aug 3, 2021·Journal for Nurses in Professional Development·Mary G HarperAnneMarie Monachino

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