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dc.contributor.authorLugo, Ricardo Gregorio
dc.contributor.authorHjelmeland, Inger
dc.contributor.authorHansen, Mette Tindvik
dc.contributor.authorHaug, Erna
dc.contributor.authorSütterlin, Stefan
dc.contributor.authorGrønlien, Heidi Kristine
dc.date.accessioned2021-09-17T11:16:22Z
dc.date.available2021-09-17T11:16:22Z
dc.date.created2021-04-13T09:15:30Z
dc.date.issued2021-04-21
dc.identifier.issn2039-4403
dc.identifier.urihttps://hdl.handle.net/11250/2778908
dc.description.abstractTraining through simulation has shown to increase relevant and specific skills sets across a wide range of areas in nursing and related professions. Increasing skills has a reciprocal relation to the development of self-efficacy. A study was conducted to assess changes in the development of self-efficacy in simulation training for 2nd year nursing students. Initial emotional states, pre and post self-efficacy, and expert ratings of simulation performance were assessed. Results show that students who displayed an increase in self-efficacy as a result of simulation training were also judged to perform better by expert ratings. The effect of simulation on self-efficacy could be influenced by initial states of physiological activation and over control. Results also showed that initial emotional states did not moderate self-efficacy development on outcome measures. These findings improve our understanding on the relationship between students’ self-efficacy and performance of practical skills and inform pedagogical designs and targeted interventions in relation to feedback and supervision in nursing education.en_US
dc.language.isoengen_US
dc.publisherMDPIen_US
dc.relation.ispartofseriesNursing Reports;Volume 11, Issue 2
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectSimulation trainingen_US
dc.subjectAffective statesen_US
dc.subjectSelf-efficacyen_US
dc.subjectExpert ratingsen_US
dc.subjectNursing skillsen_US
dc.subjectNursing educationen_US
dc.titleImpact of initial emotional states and self-efficacy changes on nursing students’ practical skills performance in simulation-based educationen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2021 by the authors.en_US
dc.source.articlenumber11en_US
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.3390/nursrep11020026
dc.identifier.cristin1903683
dc.source.journalNursing Reportsen_US
dc.source.volume11en_US
dc.source.issue2en_US
dc.source.pagenumber267-278en_US


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