Effect of High-Fidelity Simulation on Pediatric Nursing Students’ Anxiety

On the students' first clinical day, anxiety scores were significantly lower than attention intervention students by 12 points before the assessment of a hospitalized child for students who practiced assessment with the manikin.

Abstract

This study examined the effect of practice with a high-fidelity infant simulator on anxiety in undergraduate student nurses before the first head-to-toe assessment of a hospitalized child. Students were assigned to experimental (N = 27) and attention intervention (N = 25) groups. The experimental group provided postoperative assessments using the SimBabyTM manikin, and the attention intervention group administered infant formula and oral medications through a gastrostomy button without a manikin. State anxiety (STAI), self-confidence, and satisfaction with the learning experience were measured before and after simulated experiences in the Learning Resources Center, and before and after assessing a hospitalized child. On the students' first clinical day, anxiety scores were significantly lower than attention intervention students by 12 points before the assessment of a hospitalized child for students who practiced assessment with the manikin. Students provided suggestions for additional pediatric simulations.