Association between pediatric simulation-based education and anxiety, stress, self-confidence in learning, and satisfaction in master nursing students

Abstract

Aim: To analyze the relationship between high-fidelity clinical simulation and levels of anxiety, stress and self-perceived competence in masters level nursing students. Methods: We conducted a quasi-experimental pre–post study from June 2021 to December 2022 at the Faculty of Nursing. 190 Masters students took part in the study. Students were alphabetically divided into four sections of about 20 students and these sections were in turn divided into subgroups of three to four people. Seven clinical scenarios were designed, coinciding with frequent problems in critically ill children and each group of students was assigned one of them. Before and after resolving clinical scenarios students assessed their level of anxiety using the State-Trait Anxiety Inventory (STAI), the Self-Confidence in Learning Scale (SCLS), stress and the Nursing Student Satisfaction. Results: The overall median score for anxiety was 8 (5–10) pre-CS versus 5 (3–7) post-CS, with a statistically significant relationship (p < 0.001). As for stress, we observed scores of 3.0 (2–4) points pre-CS vs. 2.0 (1–3) post-CS, also with statistical significance (p < 0.001). An overall self-confidence in learning score of 25.0 (22–28) points was obtained. Previous experience in CS was independently related to a lower level of stress after performing the CS, and the older the age, the higher the level of self-confidence in learning. Conclusion: When designing scenarios that focus on the attention of critically ill pediatric patients, professionals should consider the relevant sociodemographic and professional variables in order to reduce anxiety and stress.