Evaluating self-efficacy and personality differences of nursing students in clinical simulation

Constance E. McIntosh, Maria E. Hernandez-Finch, Cynthia M. Thomas, W. Holmes Finch, Asia R. Hulse, Pamela K. Brelage, David E. McIntosh


Background: This present research was conducted to evaluate the efficacy of a clinical simulation where senior nursing students cared for a standardized patient with Autism Spectrum Disorder (ASD). The goal of the simulation was to teach the nursing students how to work with children with autism. In addition, the study aimed to determine if individual differences in personality affect students’ abilities to complete the simulation and how a student’s personality may affect their perceptions of the simulation. Projected outcomes included learning the use of appropriate communication strategies, improved assessment skills, prioritization of care, development of problem-solving skills, and decision-making abilities when dealing with children with ASD.

Methods: Simulations are verified as effective training mechanisms to increase students’ self-efficacy in multiple nursing settings. Therefore, seventy-five senior baccalaureate nursing students completed the standardized patient simulation for care of an individual with ASD. The effect on the students’ self-efficacy was measured using the Occupational and Academic Self-Efficacy for Nursing Measure, the IPEP-NEO short form, and an ASD simulation study questionnaire.

Results and conclusions: Logistic regression was used to investigate the relationship between personality measures and experience with ASD. The higher the openness and extraversion scores the more likely respondents were to disclose positive benefits in relation to expectations, communication strategies, teamwork, and reflection.

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DOI: https://doi.org/10.5430/jnep.v10n9p12

Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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