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dc.contributor.authorHjorth-Johansen, Elin
dc.contributor.authorHofoss, Dag
dc.contributor.authorKynø, Nina Margrethe
dc.date.accessioned2019-10-25T09:00:54Z
dc.date.available2019-10-25T09:00:54Z
dc.date.issued2019
dc.identifier.issn2054-1058
dc.identifier.urihttp://hdl.handle.net/11250/2624387
dc.description.abstractAim: To identify elements in scenario‐based simulation associated with nursing students' satisfaction with the simulation activity and self‐confidence in managing the simulated patient situation. The study will provide insight to improve the use of simulation as a learning strategy. Design: A cross‐sectional study. Method: The Student Satisfaction and Self‐Confidence in Learning scale was used as the outcome measure to identify associations with elements of the Simulation Design Scale and the Educational Practices Questionnaire scale after scenario‐based simulation using patient simulators. First‐year nursing students at a university college in Norway (N = 202) were invited to participate and (N = 187) responded to the questionnaires. Results: The mean scores for self‐confidence and satisfaction were 4.16 and 4.57, respectively. In the final multiple linear regression analysis, active learning was associated with satisfaction with the simulation activity, while clear objectives and active learning were associated with self‐confidence in managing the simulated patient situation.nb_NO
dc.language.isoengnb_NO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectUndervisningnb_NO
dc.subjectNyfødtsykepleienb_NO
dc.subjectHjerte-kar-systemetnb_NO
dc.titleE‐learning or lectures to increase knowledge about congenital heart disease in infants: A comparative interventional studynb_NO
dc.typeJournal articlenb_NO
dc.source.pagenumber1143-1149nb_NO
dc.source.volume6nb_NO
dc.source.journalNursing Opennb_NO
dc.source.issue3nb_NO
dc.identifier.doi10.1002/nop2.317


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Med mindre annet er angitt, så er denne innførselen lisensiert som Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal