Abou Shosha, A., Abd El Rassol., Z. (2015). Simulation as a learning Approach and its Influence on Self-Efficacy and Intrinsic Motivation of Nursing Students. Assiut Scientific Nursing Journal, 3(5.0), 86-97. doi: 10.21608/asnj.2015.182447
Abeer Abd El Fattah Abou Shosha; Zizi Fikry Abd El Rassol.. "Simulation as a learning Approach and its Influence on Self-Efficacy and Intrinsic Motivation of Nursing Students". Assiut Scientific Nursing Journal, 3, 5.0, 2015, 86-97. doi: 10.21608/asnj.2015.182447
Abou Shosha, A., Abd El Rassol., Z. (2015). 'Simulation as a learning Approach and its Influence on Self-Efficacy and Intrinsic Motivation of Nursing Students', Assiut Scientific Nursing Journal, 3(5.0), pp. 86-97. doi: 10.21608/asnj.2015.182447
Abou Shosha, A., Abd El Rassol., Z. Simulation as a learning Approach and its Influence on Self-Efficacy and Intrinsic Motivation of Nursing Students. Assiut Scientific Nursing Journal, 2015; 3(5.0): 86-97. doi: 10.21608/asnj.2015.182447
Simulation as a learning Approach and its Influence on Self-Efficacy and Intrinsic Motivation of Nursing Students
1Lecturer, Nursing Education Department, Faculty of Nursing, Damanhour University Egypt.
2Lecturer, Medical Surgical Nursing Department, Faculty of Nursing, Damanhour University Egypt.
Abstract
Abstract Simulation provides a safe, non-threatening learning environment, which allows for the development of student self-efficacy and confidence when attempting skills in the actual clinical environment. Aim of the study: to assess the effect of simulation as a learning approach on self-efficacy and intrinsic motivation of the first year medical nursing student in Damanhour University (Egypt). Settings: Faculty of Nursing Damanhour University. Sampling all medical surgical nursing students enrolled at the first year, (n=311) at the academic year 2014-2015. Tools: Two tools were used to collect data. Tool I: General Self-Efficacy Scale (GSE) Tool II: Intrinsic Motivation Inventory (IMI); as well as demographic characteristics. Results: Confidence level and intrinsic motivation increased significantly post – simulation intervention. A significant positive weak correlation between total self- efficacy and total intrinsic motivation. There is a statistical significant difference between self-efficacy and both gender and studying hours. Conclusion Simulation is an active learning strategy that can effectively be integrated into all levels of nursing education to foster student-centered instruction. Results of this study showed that there was a significant difference in the students' self – efficacy and intrinsic motivation after using simulation. Recommendation Educators should be encouraged to use the various forms of simulation when appropriate with nursing students.