Ashley E. Franklin

Effectiveness of simulation for improvement in self-efficacy among novice nurses: a meta-analysis.

The influence of simulation on self-efficacy for novice nurses has been reported inconsistently in the literature. Effect sizes across studies were synthesized using random-effects meta-analyses. Simulation improved self-efficacy in one-group, pretest-posttest studies (Hedges g=1.21, 95% CI [0.63, 1.78]; p<0.001). Simulation also was favored over control teaching interventions in improving self-efficacy in studies with experimental designs (Hedges g=0.27, 95% CI [0.1, 0.44]; p=0.002). In nonexperimental designs, consistent conclusions about the influence of simulation were tempered by significant between-study differences in effects. Simulation is effective at increasing self-efficacy among novice nurses, compared with traditional control groups.

Effectiveness of Simulation Preparation on Novice Nurses' Competence and Self-Efficacy in a Multiple-Patient Simulation.

&NA; This study examined the influence of three simulation preparation methods (expert modeling/intervention, voice‐over PowerPoint/active control, and reading assignments/passive control) on improving novice nurses’ competence and selfefficacy for providing care to multiple simulated patients. Both competence and self‐efficacy were measured at baseline and following a five‐week intervention. Twenty senior pre‐licensure nursing students participated in the trial. One‐way ANOVAs and parametric/nonparametric correlations were used. Voice‐over PowerPoint and expert modeling resulted in greater improvements in self‐efficacy compared with traditional reading assignments as simulation preparation. However, there was no relationship between change in competence and self‐efficacy over time.