Introduction: The didactic year in Marian University's Nurse Anesthesia program equips students with a comprehensive understanding of anesthesia's core concepts, including pathophysiology, pharmacology, and physics. The first year imparts essential knowledge and hones clinical skills through simulation-based training, covering fundamental procedures such as intubation, anesthesia machine checks, and bag-mask ventilation. The proficiency gained during this phase lays a robust foundation for the transition to clinical practice. However, the second year challenges student nurse anesthetists face in the operating room, requiring autonomous decision-making and a swift shift from bedside nursing to anesthesia practice, highlight the need for continued enhancement of their preparedness.

Background: In anesthesia training, screen-based simulation stands out for its suitability in addressing knowledge-based learning objectives. While high-fidelity scenarios are generally preferred, the literature supports the idea that all levels of fidelity contribute to student learning when applied appropriately.

Purpose: This project aims to deliberately integrate screen-based simulation into the didactic year of the nurse anesthesia program and assess its impact on perceived self-confidence among first-year students.

Methods: This project used a quality improvement design. The modified Student Satisfaction and Self-Confidence in Learning tool was used as a pre and post-test survey to assess the implementation of screen-based simulation. Thirty first-year SRNAs participated in the survey during the spring semester of 2023.

Project Evaluation: The National League for Nursing Student Satisfaction and Self-Confidence in Learning tool was modified and used as both a pre-test and post-test. Utilizing Likert scale questions, the tool encompasses thirteen items, with five gauging student satisfaction and eight assessing confidence in learning. Participants completed identical surveys before and after the virtual simulation activity, and each question was analyzed independently. Student satisfaction and self-confidence scores were averaged to discern an overall trend.

Conclusion: This project successfully integrated screen-based simulation into the didactic year of the nurse anesthesia program, demonstrating its potential to enhance student learning and confidence. The positive outcomes, as evidenced by high agreement in both pre-test and post-test surveys, contribute to the evolving discourse on innovative approaches in anesthesia education. Despite limitations such as small sample size and time constraints, the project underscores the efficacy of screen-based simulation as a supplementary educational strategy. Future research endeavors with larger and more diverse samples can provide deeper insights into the effectiveness of screen-based simulation.

Creator

• Richey, Kristen

Language

• English

Keyword

• virtual simulation

• clinical decision-making

• knowledge-based learning objectives

• levels of fidelity

• perceived self-confidence

• Student Satisfaction and Self-Confidence in Learning tool

• confidence in learning assessment

Date created

• 2024

Resource type

• Research Paper

Rights statement

• http://rightsstatements.org/vocab/InC/1.0/