The effect of simulation on auscultation skills, self-confidence and anxiety levels in nursing students: A randomized controlled trial


SARITAŞ E., Aydoğan S., TİKİT Ö., Gülnar E., ÇALIŞKAN N., GÖÇMEN BAYKARA Z.

Nurse Education in Practice, vol.78, 2024 (SCI-Expanded) identifier identifier

  • Publication Type: Article / Article
  • Volume: 78
  • Publication Date: 2024
  • Doi Number: 10.1016/j.nepr.2024.104016
  • Journal Name: Nurse Education in Practice
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, ASSIA, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), MEDLINE
  • Keywords: Anxiety, Auscultation, Nursing education, Nursing students, Self-confidence, Simulation
  • Gazi University Affiliated: Yes

Abstract

Aim: This study evaluated the effect of simulation on auscultation skills, self-confidence and anxiety levels. Background: Auscultation is an essential topic in nursing education and patient care. Simulation is efficacious in improving auscultation skills and self-confidence and reducing anxiety levels. It is a valuable educational approach whose effects should be evaluated and disseminated in the context of auscultation. Design: This study had a randomised controlled trial design. Methods: The study was conducted with second-year nursing students enrolled at a university in Turkey. One group of students studied auscultation of heart, lung and bowel sounds with a simulated patient (n = 28), the second group with a high fidelity simulator (n = 30) and the third group with traditional education (n = 28). Data were collected using a demographic information form, auscultation control list and Nursing Anxiety and Self-Confidence with Clinical Decision Making Scale. The students' psychomotor auscultation skills, self-confidence and anxiety levels were evaluated. Data on auscultation skills were assessed after the intervention, while data on self-confidence and anxiety levels were collected at baseline, after the intervention and after clinical practices throughout the academic year. Results: Anxiety and self-confidence levels showed statistically significant differences in intragroup evaluation. The self-confidence levels of the groups working with simulation did not change much in the follow-up test conducted after the end of clinical practices. The mean skill scores in the auscultation control list showed a statistically significant difference between the groups. Conclusions: Simulation and traditional approaches are effective in learning auscultation skills. However, the positive effects of simulation, particularly in enhancing students' self-confidence and reducing anxiety levels, appear to be more permanent and impactful than traditional education. Therefore, it is recommended that simulation be prioritized for teaching auscultation skills.