Enhancing students’ confidence, competence and knowledge with Integrated Skills Challenge

Ng, L. ORCID: https://orcid.org/0000-0002-6155-7625 and Bogossian, F. (2017) Enhancing students’ confidence, competence and knowledge with Integrated Skills Challenge. In: 2017 Australian & New Zealand Association for Health Professional Educators Conference (ANZAHPE 2017), 11-14 July 2017, Adelaide, South Australia.

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Abstract

Introduction/background:
In today's complex healthcare environment, new nursing graduates are expected to master nursing skills in a timely manner and become critical thinkers with the capacity of solving complex healthcare problems efficiently. The increased complexity of the clinical setting requires competence-building begin in introductory courses, establishing foundational skills for critical thinking and prioritisation. In the healthcare professions, teaching and learning methods are focused on integration of clinical knowledge and skills. However, traditional teaching and learning methodologies do not always facilitate the development of a requisite level of these clinical skills. For the Master of Nursing Studies (MNSt) students whose program is shortened this means the acquisition of these skills must be achieved more rapidly.

Aim/objectives:
The purpose of this study is to investigate the feasibility of developing simulation scenarios (Integrated Skill Challenge [ISC]) as a supplemental teaching-learning strategy to enhance the transfer of student self-confidence and competence to the clinical nursing environment.

Methods
To examine potential effects of ISC on the MNSt students, a pilot study was conducted including 52 participants. Data were collected weekly over 11 week period by using pre and post-test design.

Results:
Analysis showed a significant increase in the confidence, competence and knowledge. Confidence, competence and knowledge scores increased when students were pre-loaded with knowledge prior to performing in the ISC. Results generally indicated that the ISC had the anticipated effects.

Conclusions:
This study reveals a high feasibility of developing simulation scenarios as an active learning methodology and that it should be developed further and piloted on a larger sample.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Abstract presentation 146.
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 06 Apr 2020 06:42
Last Modified: 07 May 2020 03:36
Uncontrolled Keywords: feasibility study, graduate entry student, competence, self confidence
Fields of Research (2008): 11 Medical and Health Sciences > 1110 Nursing > 111099 Nursing not elsewhere classified
URI: http://eprints.usq.edu.au/id/eprint/35941

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