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

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dc.authoridTikit, Ozlem/0000-0003-1976-9189
dc.contributor.authorSaritas, Evrim
dc.contributor.authorAydogan, Sinan
dc.contributor.authorTikit, Ozlem
dc.contributor.authorGulnar, Emel
dc.contributor.authorCaliskan, Nurcan
dc.contributor.authorBaykara, Zehra Gocmen
dc.date.accessioned2025-01-21T16:45:21Z
dc.date.available2025-01-21T16:45:21Z
dc.date.issued2024
dc.departmentKırıkkale Üniversitesi
dc.description.abstractAim: 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, selfconfidence 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.
dc.identifier.doi10.1016/j.nepr.2024.104016
dc.identifier.issn1471-5953
dc.identifier.issn1873-5223
dc.identifier.pmid38889525
dc.identifier.scopus2-s2.0-85196094384
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1016/j.nepr.2024.104016
dc.identifier.urihttps://hdl.handle.net/20.500.12587/25617
dc.identifier.volume78
dc.identifier.wosWOS:001260097100001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherElsevier Sci Ltd
dc.relation.ispartofNurse Education In Practice
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241229
dc.subjectAnxiety; Auscultation; Nursing education; Nursing students; Self-confidence; Simulation
dc.titleThe effect of simulation on auscultation skills, self-confidence and anxiety levels in nursing students: A randomized controlled trial
dc.typeArticle

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