Title

STUDENTS’ LEVEL OF CRITICAL THINKING AND CONFIDENCE AFTER NURSING PROCEDURE
SIMULATION USE

Author(s)

RALPH JOSH ALANTAOL

JOSHUA ROBERTO BARCELA

EDVEL DONE BAURA

NICOLE JOY BAZAR

APPLE PEARL CAMPANER

Affiliation

Misamis University

Degree Program

Bachelor of Science in Nursing

Contributor

Santos, Susan N.

Duyag, Merasol O.

Go, Maebil Marie B.

Tojino, Amie G.

Year

2024

Abstract

Nursing education faces significant challenges in bridging the gap between theoretical knowledge and practical application. Nursing procedure simulations have been proposed as a method to enhance critical thinking and confidence among nursing students. This study sought to explore the students’ levels of critical thinking and confidence in performing nursing procedure simulation. The researchers utilized a descriptive-correlational research design for this study. The study involved eighty-five nursing students in one of the universities in Ozamis City, selected through purposive sampling. Data was elicited through a researcher-made questionnaire, which was treated statistically before being analyzed and interpreted. Pilot testing was conducted to ensure the validity and reliability of the questionnaire, involving a small sample of nursing students to refine the instrument based on their feedback. The results indicated that the students have demonstrated a moderately developed ability to think critically when performing nursing procedures. In addition, the students have demonstrated moderately high and consistent levels of confidence in performing nursing procedures. Future research may conduct further research on the impact of advanced and varied simulation-based interventions on nursing students' critical thinking and confidence. Investing in high-fidelity simulation models, implementing regular assessment and feedback, and providing support services for stress management are crucial for enhancing the learning experience. Additionally, longitudinal and comparative studies should be performed to evaluate the effectiveness of different teaching methods and simulation environments on student outcomes.

Keywords

clinical competence, confidence, critical thinking, nursing education, simulation-based learning