The research is a single-center, single-blind (participant), pretest-posttest control group randomized controlled study conducted to determine the effect of meeting with a "standard and real patient" on students' self-confidence and self-efficacy levels in the teaching of the nursing process.
The study, designed as a single-blind randomized controlled trial, was conducted with 83 students at Akdeniz University Faculty of Nursing: 27 "online standardized patient," 30 "clinical real patient," and 26 "control group." The Nursing Process topic within the Fundamentals of Nursing course was taught as usual, with 4 hours of theoretical and 8 hours of laboratory practice. One month before the beginning of clinical practice training, students in the "online standardized patient" and "clinical real patient" groups practiced history taking skills with a standardized patient and a pre-selected real patient for 40 minutes. Students in both groups and the control group then practiced interviewing skills at the beginning of the clinical practice training. The effectiveness of the training was measured using the Self-Confidence Scale, the Self-Assessment Form for Learning Experience, and the Interviewing Skills Evaluation Form.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
SINGLE
Enrollment
83
On the first clinical day, students had a 30-45 minute meeting with the patient they were responsible for, which included the instructor.
Before the Interview * Preliminary briefings were given by providing a scenario for the standard patient to be interviewed. * Students were given the "Interview Guide," "Nursing Process Case Example," and "Tips for Conducting a Successful Interview" documents and were asked to read them before the interview. Interview • Students conducted a 30-45 minute interview with a pre-determined standard patient. After the Interview * The instructor, who monitored the interview, debriefed the students. * On the first clinical day after the intervention, students conducted a 30-45 minute interview with the patient they were responsible for, which included the instructor.
Nursing Faculty
Antalya, Turkey (Türkiye)
Self-efficacy
General Self-Efficacy Scale: The scale consists of 17 items and three subscales: "initiation," "perseverance," and "effort-persistence." The measurement tool includes 11 reverse-scored items (2, 4, 5, 6, 7, 10, 11, 12, 14, 16, and 17). The total score on the Likert-type scale ranges from 17 to 85. A higher total score indicates a higher self-efficacy belief.
Time frame: It was applied at the first interview with the patient after randomization and immediately after the last interview. (The period between the first interview before going to the clinic and the last interview after clinical application is 3 months).
Self confidence
The Self-Confidence Scale was used to determine students' self-confidence levels. The total score obtained from the 33-item, 5-point Likert-type scale ranges from 33 to 165. The individual's self-confidence level is calculated by dividing the total score by the number of items (33). A score below 2.5 indicates low self-confidence, a score between 2.5 and 3.5 indicates moderate self-confidence, and a score above 3.5 indicates high self-confidence.
Time frame: It was applied at the first interview with the patient after randomization and immediately after the last interview. (The period between the first interview before going to the clinic and the last interview after clinical application is 3 months).
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Before the Interview * Patients who were willing to be interviewed in the clinic, stable, and physically and psychologically competent were selected, and the faculty member who would monitor the interview provided preliminary information about the interview. * Students were provided with the "Interview Guide," "Nursing Process Case Example," and "Tips for Conducting a Successful Interview" documents and were asked to read them before the interview. Interview • Students conducted a 30-45 minute interview with a real patient in the pre-determined clinic. After the Interview * The faculty member who monitored the interview debriefed the students. * On the first clinical day after the intervention, students had a 30-45 minute interview with the patient for whom they were responsible, which included the faculty member.