Evidence-based

Report
(EBR)

Submitted to: Submitted by:

Ms. Ma. Katrina Costiniano Vanessa May B. Pabatang
HE Clinical Instructor BSN1-N13
I. TITLE/TOPIC
The main topic of the quasi-experimental study was: Evaluating the Use of Simulation with
Beginning Nursing Students. It aims to compare the use of simulation versus the traditional teaching
method in promoting self-confidence and satisfaction effectively with learning among beginning
nursing students. The research questions for this study were:
 Is there a difference in level of self-confidence between students receiving traditional skills
laboratory instruction and students participating in a simulation experience when learning
effective comfort care measures?
 Is there a difference in satisfaction with learning between students receiving traditional
laboratory instruction and students participating in a simulation experience when learning
effective comfort care measures?
 Is there a relationship between student self-confidence and satisfaction with learning following
a traditional or simulated skills laboratory experience?
 Is there a change in students’ level of self-confidence following a traditional or simulation
learning experience compared to their pre-strategy level?
A single convenience sample of 63 first-semester baccalaureate nursing students was used for this
study. Thirty-four students (54%) comprised the traditional demonstration group, and 29 students
(46%) comprised the simulation group. Demographics for the sample were obtained through the
office of student admissions. The sample included 52 female (82.5%) and 11 male (17.5%) participants.
Ethnic background was varied, with the sample having 76.2% white, 7.9% African American, 12.7%
Asian, and 3.2% Latino students. Participants ranged in age from 18 to 27, with 58.7% of participants
being age 18; 36.5%, age 19; 3.2%, age 20; and 1.6%, age 27.

II. RESEARCH FINDINGS

Level of Self-Confidence
For the first research question evaluating self-confidence, Alfes (2011) used an independent samples
t test for equality of means. This is to determine whether there was a statistically significant difference
between the two independent sample means. Students participating in the simulation experience were
statistically, t(61) = –2.00, p = 0.05, more self-confident (M = 32.48, SD = 3.83) than students
participating in the traditional group (M = 30.74, SD = 3.10). Using GPower3, the effect size for the
group was d = 0.59.
Satisfaction with Learning
For the second research question evaluating satisfaction with learning, Alfes (2011) used an
independent samples t test for equality of means. This is to determine whether there was a statistically
significant difference between the two independent sample means. The difference in mean scores
between students participating in the simulation learning experience (M = 20.83, SD = 3.38) and
students participating in the traditional learning experience (M = 19.44, SD = 2.34) was not significant,
t(61) = –1.92, p > 0.05. The observed power for the two-tailed hypothesis was 0.51.
This finding may be explained by the possibility students in both the simulation and demonstration
groups were actively involved in the learning experience, were given ample opportunity to practice
comfort care measures, ask questions, and receive feedback from their graduate teaching assistant. In
this study, both groups of students rated their level of satisfaction higher after the learning experience.
(Alfes, 2011)
Relationship Between Satisfaction and Self-Confidence
For the third research question evaluating the relationship between satisfaction and self-confidence
in learning, Alfes (2011) stated that bivariate analysis revealed a significant positive relationship
between self-confidence and satisfaction (Pearson r = 0.70, p < 0.01). The pair-wise comparison
showed students with higher levels of self-confidence and satisfaction with learning, and those with
lower levels of self-confidence and satisfaction with learning. The strength of the correlation
coefficient (r = 0.70) indicated self-confidence and satisfaction have a strong effect and positive
correlation. The coefficient of determination was r2 = 0.49. Therefore, the variance shared between
self-confidence and satisfaction, the predictable portion of the total variability, was 49%.
Change in Level of Self-Confidence
For the fourth research question comparing self-confidence levels before and after the learning
strategy, an independent samples t test determined whether there was a statistically significant
difference between the two independent sample means. Students participating in the demonstration
group were statistically, t(33) = 3.70, p < 0.01, more self-confident after the demonstration (M = 3.15,
SD = 0.74) than prior to the experience (M = 2.65, SD = 0.74). Using GPower3, the effect size for
the group was d = 0.69. Similarly, students participating in the simulation group were statistically, t(28)
= 3.29, p < 0.01, more self-confident following the simulation (M = 3.76, SD = 0.83) than before the
experience (M = 3.14, SD = 1.22). The difference was significant at the p < 0.01 level. Using GPower3,
the effect size for the group was d = 0.60. (Alfes, 2011)
Alfes (2011) stated that these findings suggest if students are given the opportunity to participate in
a level-appropriate laboratory experience, traditional or simulated, their level of self-confidence may
increase due to active participation and the ability to practice the new skill in a supportive environment
with feedback from their instructor.

III. CONCLUSION
Traditional baccalaureate students are part of a generation that embraces technology and active
learning. (Alfes, 2011) This research compares the effectiveness between using simulation and the
traditional teaching method in which beginning nursing student can develop their self-confidence and
satisfaction in learning. Results from this study support the use of simulation experiences with
beginning students as well as the need to provide a multitude of interactive learning methods that
challenge students at their current competency level.
Alfes (2011) added that the faculty are encouraged to consider simulation as a learning strategy for
beginning nursing students learning effective comfort care measures. With technological advances in
health care, it is even more important that faculty incorporate diverse learning methods to optimize
students’ adaptability to an ever changing, complex clinical environment (Jeffries, 2009; Oermann &
Gaberson, 2006; Starkweather & Kardong-Edgren, 2008). In the end, nursing faculty want students
to be satisfied with their learning, but even more important, they want students to be effective with
their patients.

IV. ANALYSIS
This study of Alfes (2011) evaluates the effectiveness of using simulation as a teaching strategy aside
from just employing the traditional way. As time passes, our world is becoming more modernized. We
are introduced to different ways, techniques, machines, gadgets, etc. created by the technology, which
are useful and capable for practical application of knowledge, most especially in molding and helping
the students to develop and prepare themselves for the future.
This study suggests that the nurse educators should embrace and make use of the activity-based
teaching strategy like simulation in teaching students. This will not just give them more self-confidence
and satisfaction, but also give them opportunity to know what and how to be a professional nurse and
put in practice all the knowledge, skills and attitude of a nurse while still learning.

V. REFERENCE
Alfes, C.M. (2011). Evaluating the Use of Simulation with Beginning Nursing Students. Journal of
Nursing Education, 50, 89-93. Retrieved from https://www.healio.com/nursing/journals/jne/
2011-2-50-2/%7B412a039d-4d5d-4106-bc1d-a74253415224%7D/evaluating-the-use-of-
simulation-with-beginning-nursing-students
Name: Vanessa May B. Pabatang Section: N13
Clinical instructor: Ms. Ma. Katrina Costiniano Date: 01-27-20

Description of other teaching strategies:

 A peer review assignment enables students to provide feedback on another student's

assignment submission. Peer reviews are a tool that allows communication between students
and can help students master the concepts of a course and learn from each other.
 Informal socialization is the socialization occurring in which peers and more experienced
members train newcomers as they carry out their roles.
 Student presentation are extremely useful both in and outside the classroom. After
completing a project, a presentation is a channel for students to share with others what they
have learned.
 The structure seminar is the most modern and advanced method of teaching. A seminar is
an advanced group technique which is usually used in higher education.
 A public tutorial is a method of transferring knowledge and may be used as a part of a
learning process in the public area. More interactive and specific than a book or a lecture.
 A reflective journal is a place to write down your daily reflection entries. It can be something
good or bad that happened to you that you can self-reflect and learn from the past
experience. A reflective journal can help you to identify important learning events that had
happened in your life.
 The peer learning group refers to situations where peers support each other in learning
processes. There are different forms of peer learning such as peer support groups,
supplemental instruction, peer tutoring, peer teaching, and peer-assisted learning.
 Role playing is defined as pretending to be someone else or pretending to be in a specific
situation that you are not actually in at the time.
 Previous discussion is the act of reviewing, recalling or discussing again the previous topics.
 A Special Interest Group (SIG) is a community within a larger organization with a shared
interest in advancing a specific area of knowledge, learning or technology where members
cooperate to affect or to produce solutions within their particular field, and may
communicate, meet, and organize conferences.
 Exercise in communication is a practice of communicating effectively and therapeutically in
a particular situation.
 Brainstorming is the process of free thinking and generating ideas without being bound by
restraints such as "is this a good or bad idea?" (Slater and Cory, 2003)."
 Real world references are sources that can be used in learning which are reliable and
practical.
 Guest lecturers at a college are usually up-and-comers, experts or well-known in their field.
They are invited to the campus by a professor, student organization or department.
 An authentic task is a task that native speakers of a language would do in everyday life.
When learners do an authentic task they are doing something that puts real communicative
demands on them.
 Socratic dialogue is a formal method by which a small group (5-15 people), guided by a
facilitator, finds a precise answer to a universal question (e.g. "What is happiness?", "What is
integrity?", "Can conflict be fruitful?", etc.).
 Small groupworks on comparative learning is a group activity where each members of the
group are comparing and sharing their ideas.