Promoting Confidence and Success in BSN Students: The Science of Infusion Therapy Judy M. Comeaux, DNP, ARNP, CRNI, Cynthia Cummings, EdD, RN, & Linda K. Connelly, PhD, ARNP, CNOR University of North Florida, Brooks College of Health Jacksonville, FL USA 32224

Abstract Methods

Results

Conclusions Nursing education must align with nursing practice (Nehring and Lashley, 2009). Programs must stay current with technology and offer students laboratory practice similar to experiences in health care facilities. Nurses are expected to be knowledgeable of the principles and national standards of practice related to infusion therapy. The virtual reality milieu allows students to practice these skills in a safe learning environment (Cato, 2012). Engaging students in simulation learning related to infusion therapy and vascular access prepares them to be knowledgeable providers of quality care. Simulation activities promote confidence, success, and safety in performance of infusion therapy related tasks executed in the clinical setting.

Summary of responses to questions related to satisfaction with learning and improved self-confidence. N = 31

The data reported were collected using two National League of Nursing (NLN) instruments: Student Satisfaction and Self-Confidence in Learning and Educational Practices Questionnaire (Student Version). The independent variable was the simulation activity and the dependent variable was scores on the questionnaires. The data were collected from a cohort of first semester nursing students, 45 students participated in the simulation activities, and 31 out of the 45 students completed the survey. No student identifiers were used and institutional IRB was obtained.

The utilization of simulation labs to enhance the practice of infusion therapy has proven to be an effective method of teaching. Studies have shown that the use of simulation laboratory experiences help students become better providers of quality care. Simulation learning allows the student to progress from basic skills to complex interactive patient care scenarios allowing them to develop a level of confidence in the ability to provide safe competent nursing care.

Description of Project The original research related to nursing student satisfaction with simulation activity was conducted by the National League of Nursing (NLN) in 2005. Since that time, academic institutions have continued to explore the effectiveness of simulation as an effective teaching method. Pike and O’Donnell (2010) reported student self-confidence, motivation and academic performance may improve as the result of participation in clinical simulation. Students often report a lack of self-confidence in performing certain skills in the clinical setting. Simulation activities are thought to improve student self-efficacy, cognitive skills, and clinical skills (Jeffries, 2012). Simulation opportunities provide an outlet for these experiences and a chance for students to gain greater confidence in their clinical abilities (Bland, Topping, & Wood, 2010).

1. Do undergraduate nursing students’ satisfaction and self-confidence in learning scores improve following participation in clinical simulation activities?

2. Does the simulation activity provide for active learning and collaborative, diverse teaching methods? 0 10 20 30 40

Teaching Methods

Satisfaction & Self-Confidence

Strongly Agree Agree Undecided Disagree

Research Questions

References

Methods

National League of Nursing (NLN) Educational Practices Questionnaire (student version). A 16-item instrument using a five-point scale, was designed to measure whether four educational practices (active learning, collaboration, diverse ways of learning, and high expectations) are present in the instructor-developed simulation, and the importance of each practice to the learner. Reliability was tested using Cronbach’s alpha. Presence of specific practices = 0.86; importance of specific practices = 0.91

Research Instruments

NLN Student Satisfaction and Self-Confidence in Learning, a 13-item instrument designed to measure student satisfaction (five items) with the simulation activity and self-confidence in learning (eight items) using a five-point scale. Reliability was tested using Cronbach’s alpha: satisfaction = 0.94; self-confidence = 0.87.

Twelve (12) Infusion therapy and central vascular access videos are available to students in the Blackboard course site.

Results

Statement SD (1) D (2) UN (3) A (4) SA (5)

The teaching methods used in this simulation were helpful and effective.

0 1 0 11 19

The simulation provided me with a variety of learning materials and activities to promote my learning the medical surgical curriculum

0 1 2 11 17

The teaching materials used in this simulation were motivating and helped me to learn.

0 0 2 10 19

I am confident that I am mastering the content of the simulation activity that my instructors presented to me.

0 0 4 12 15

I am confident that this simulation covered critical content necessary for the mastery of medical surgical curriculum.

0 0 1 10 20

I am confident that I am developing the skills and obtaining the required knowledge from this simulation to perform necessary tasks in a clinical setting.

0 0 2 11 18

It is my responsibility as the student to learn what I need to know from this simulation activity.

0 1 1 10 19

It is the instructor’s responsibility to tell me what I need to learn of the simulation activity content during class time.

0 3 3 15 10

I had the opportunity during the simulation activity to discuss the ideas and concepts taught in the course with the teacher and other students.

0 1 0 13 17

I had the chance to discuss ideas the simulation objectives with my teacher.

0 2 4 10 15

I had the opportunity to discuss ideas and concepts taught in the simulation with my instructor.

0 3 2 11 15

Using simulation activities made my learning time more productive. 0 0 2 10 19 I had a chance to work with my peers during the simulation. 0 0 0 8 23 The simulation offered a variety of ways in which to learn the material. 0 1 2 9 19 This simulation offered a variety of ways for assessing my learning. 0 1 1 14 15 The objectives for the simulation experience were clear and easy to understand.

0 2 0 14 15

Student Satisfaction and Self-Confidence in Learning Summary Survey Results N=31 31 out of 45 students = 68.8% response Scale: 1 = Strongly Disagree (SD) with statement; 2 = Disagree (D) with statement; 3 = Undecided (UN) – you neither agree or disagree with the statement; 4 = Agree (A) with the statement; 5 = Strongly Agree (SA) with the statement

* * *

* * * *

♦ ♦ ♦

* Designates questions used to measure satisfaction with learning ♦

Designates questions used to measure self-confidence

Results of the project showed students’ satisfaction and self-confidence in learning improved after participating in simulation activities – 92.5% students strongly agreed or agreed they were confident of mastering the content of the simulation activity and confident they were developing skills to be valuable in the clinical setting. Ninety-three percent (93%) of students strongly agreed or agreed that simulation activities were helpful, motivating, productive and an effective method of teaching

Conclusions

Engaging students in simulation learning related to infusion therapy and vascular access prepares them to be knowledgeable providers of quality care.

Simulation offers a creative approach to learning for student nurses.

Simulation activities promote confidence, success, and safety in performance of infusion therapy related tasks executed in the clinical setting.

Bland, A.J., Topping, A, & Wood, B. (2011). A concept analysis of simulation as a learning strategy in the education of undergraduate nursing students. Nursing Education Today, 31, 664-670. doi: 10.1016/jnedt.2010.013 Cato, M.L., (2012). Using simulation in nursing education. In P.R. Jeffries (Ed.), Simulation in nursing education: From conceptualization to evaluation (2nd ed, pp.1-10). New York: National League of Nursing. National League of Nursing. (2005). Educational practices questionnaire (student version). National League of Nursing. (2005). Student satisfaction and self-confidence in learning. Nehring, W.M. & Lashley, F.R. (2009). Nursing simulation: A review of the past 40 years. Simulation Gaming, 40, 528-552. doi:10.1177/1046878109332282 Pike, T. & O’Donnell, V. (2010). The impact of clinical simulation on learner self-efficacy in preregistration nursing education. Nurse Education Today, 30, 405-410.

References