Abstract
Background Benefits of peer learning activities among students have been well documented. According to Bandura's social cognitive theory, self-efficacy positively influences the delivery of quality nursing care. A pediatric simulation with peer learning and advanced practice nursing (APN) students was conducted to foster self-efficacy in baccalaureate in nursing (BSN) students. Method A pre–post quasi-experimental design was used to evaluate the simulations' effect on student self-efficacy in a convenience sample of BSN students at a Midwest Jesuit university. Results More than 90% of BSN students agreed that they benefited from the simulation in the areas of leadership, skill development, communication, and collaboration. In addition, a statistically significant increase (p <.0001) in BSN students' reported understanding of the roles and relationships between a physician, APN-, and a BSN-prepared nurse was revealed. Conclusions Intraprofessional nursing peer learning activities can enhance students' self-efficacy. Future studies should include objective measurements of student clinical performance and intraprofessional collaboration with correlational analysis of both BSN and APN student self-efficacy.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 33-39 |
| Number of pages | 7 |
| Journal | Clinical Simulation in Nursing |
| Volume | 16 |
| DOIs | |
| State | Published - Mar 1 2018 |
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All Science Journal Classification (ASJC) codes
- Education
- Modeling and Simulation
- Nursing (miscellaneous)
Cite this
Intraprofessional Simulation's Impact on Advanced Practice and Baccalaureate Student Self-Efficacy. / Kirkpatrick, Amanda; Ball, Sarah; Connelly, Susan; Hercinger, Maribeth; Hanks, Jacquie; Potthoff, Meghan; Banzhaf, Sara; McCafferty, Kandis.
In: Clinical Simulation in Nursing, Vol. 16, 01.03.2018, p. 33-39.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Intraprofessional Simulation's Impact on Advanced Practice and Baccalaureate Student Self-Efficacy
AU - Kirkpatrick, Amanda
AU - Ball, Sarah
AU - Connelly, Susan
AU - Hercinger, Maribeth
AU - Hanks, Jacquie
AU - Potthoff, Meghan
AU - Banzhaf, Sara
AU - McCafferty, Kandis
PY - 2018/3/1
Y1 - 2018/3/1
N2 - Background Benefits of peer learning activities among students have been well documented. According to Bandura's social cognitive theory, self-efficacy positively influences the delivery of quality nursing care. A pediatric simulation with peer learning and advanced practice nursing (APN) students was conducted to foster self-efficacy in baccalaureate in nursing (BSN) students. Method A pre–post quasi-experimental design was used to evaluate the simulations' effect on student self-efficacy in a convenience sample of BSN students at a Midwest Jesuit university. Results More than 90% of BSN students agreed that they benefited from the simulation in the areas of leadership, skill development, communication, and collaboration. In addition, a statistically significant increase (p <.0001) in BSN students' reported understanding of the roles and relationships between a physician, APN-, and a BSN-prepared nurse was revealed. Conclusions Intraprofessional nursing peer learning activities can enhance students' self-efficacy. Future studies should include objective measurements of student clinical performance and intraprofessional collaboration with correlational analysis of both BSN and APN student self-efficacy.
AB - Background Benefits of peer learning activities among students have been well documented. According to Bandura's social cognitive theory, self-efficacy positively influences the delivery of quality nursing care. A pediatric simulation with peer learning and advanced practice nursing (APN) students was conducted to foster self-efficacy in baccalaureate in nursing (BSN) students. Method A pre–post quasi-experimental design was used to evaluate the simulations' effect on student self-efficacy in a convenience sample of BSN students at a Midwest Jesuit university. Results More than 90% of BSN students agreed that they benefited from the simulation in the areas of leadership, skill development, communication, and collaboration. In addition, a statistically significant increase (p <.0001) in BSN students' reported understanding of the roles and relationships between a physician, APN-, and a BSN-prepared nurse was revealed. Conclusions Intraprofessional nursing peer learning activities can enhance students' self-efficacy. Future studies should include objective measurements of student clinical performance and intraprofessional collaboration with correlational analysis of both BSN and APN student self-efficacy.
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UR - http://www.scopus.com/inward/citedby.url?scp=85037709129&partnerID=8YFLogxK
U2 - 10.1016/j.ecns.2017.11.005
DO - 10.1016/j.ecns.2017.11.005
M3 - Article
AN - SCOPUS:85037709129
VL - 16
SP - 33
EP - 39
JO - Clinical Simulation in Nursing
JF - Clinical Simulation in Nursing
SN - 1876-1399
ER -