Effect of Nursing Faculty Presence on Students’ Anxiety, Self-Confidence, and Clinical Performance during a Clinical Simulation Experience
Background: The purpose of this study was to determine the effect of nursing faculty presence on students’ level of state anxiety, self-confidence, and clinical performance during a summative evaluation using clinical simulation. Method: The quasi-experimental two group pre-post test research design used the Nursing Education Simulation Framework and the State-Trait Anxiety Inventory, Student Satisfaction and Self-Confidence in Learning Instrument, and Clinical Performance Evaluation Tool to operationalize the concepts. Results: Faculty presence in the simulation room did not have a significant effect on state anxiety, self-confidence and satisfaction, or clinical performance; yet, the change in state anxiety scores from pretest to posttest were found to be significantly different with an increase in state anxiety scores from pretest to posttest for the experimental group and a decrease in state anxiety scores from pretest to posttest for the control group. Conclusions: Results provided partial support to recommend nursing faculty evaluate students from a control room or remote viewing location.
Clinical Simulation in Nursing
DOI of Published Version
Horsley, Trisha Leann and Wambach, Karen, "Effect of Nursing Faculty Presence on Students’ Anxiety, Self-Confidence, and Clinical Performance during a Clinical Simulation Experience" (2015). College of Nursing Faculty Publications. 80.