Effect of Simulation-Based Learning on Self-Confidence in Therapeutic Communication Practice of Nursing Students
Keywords:Simulation-based learning, self-confidence, therapeutic communication, nursing students
Effective therapeutic communication is the important tool for providing care to psychiatric patients. This quasi-experimental research examined the effects of simulation-based learning on self-confidence in therapeutic communication practice. Sample were 62 junior baccalaureate nursing students in the 2018 academic year at Boromarajonani College of Nursing, Bangkok. The subjects were randomly assigned to 2 groups (32 students to intervention group, and 30 to control group). The intervention group engaged in a simulation-based learning meanwhile the control group engaged in traditional classroom lecture. Research instruments consisted of: (a) the manual of simulation-based learning for therapeutic communication practice (scenario, communication observation checklist, and reflection questions); and (b) the self-confidence assessment scale on therapeutic communication practice. Content validity index of the self-confidence assessment scale was .92; and Cronbach’s alpha coefficient was .95. Data were analyzed using descriptive statistics and t-test.
Results are as follows: 1) in the intervention group, post-test mean score of self-confidence in therapeutic communication practice was significantly higher than pre-test (p<.001); and 2) the intervention group reported significantly higher mean score of self-confidence in therapeutic communication practice than the control group (p<.01). Results of this study provide useful information to support the effective
of using simulation-based learning on skill preparation for therapeutic communication among nursing
students before clinical practicum.
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