The changes on knowledge, confidence and skills accuracy of nursing students at a simulated based setting versus traditional during neonatal resuscitation

Abstract

Abstract:  In recent decades nursing educators have tended to use simulation rather than traditional methods in clinical setting to encourage active learning and enhance students’ clinical reasoning , decision making and achieve the great improvement of knowledge and clinical skills through clinical life support skills. The aims of this study was to examine the changes on knowledge, confidence and skills accuracy of  nursing students at a simulated based setting versus traditional during neonatal resuscitation. Methods: A quasi experimental pre, post and follow up test were done on 100 of  undergraduate pediatric nursing students  who were selected randomly and enrolled equally in simulated based and traditional based group for neonatal  resuscitation skill performance during the first semester of academic year 2014-2015 at pediatric nursing department , Mansoura university. Four tools were used to collect data regarding Sociodemographic, knowledge, skill performance and  confidence of pediatric nursing students. Results: there were statistical significant differences regarding students clinical performance,  knowledge and confidence in simulated compared to traditional learning experience either immediately or 3 months later than before the intervention. Conclusion: simulation results in increased knowledge, skill performance and  self-confidence of nursing students related to neonatal resuscitation. Recommendation: The results recommended further researches to examine the effect of simulation on  assessing different learning outcomes to provide more evidence that simulation would be valuable for students development.