Achievement emotions within simulation in baccalaureate nursing education–A mixed methods study
Notice bibliographique
Résumé
Objective: Simulation-based training equips students to meet the increasing demands of healthcare. While these trainings positively impact learning, the emotions experienced during simulations can influence these in learning outcomes. Achievement emotions, which are closely linked to academic performance, are considered to affect learning but have been underexplored in the context of simulation-based nursing education. Therefore, this study investigated the achievement emotions nursing students experience during simulation training and analyzed how they describe these emotions.Methods: A concurrent mixed-methods design was used. The Achievement Emotions Questionnaire was administered to a sample of nursing students (n = 101) assessing their emotions during simulation training. Additionally, 31 problem-centered interviews were conducted to delve deeper into the students' emotional experiences. Quantitative data were analyzed using IBM SPSS Statistics Version 28, while qualitative data were analyzed using content analysis following Kuckartz methodology, utilizing MAXQDA (Version 24.2.0) for coding and analysis.Results: Nursing students reported a range of achievement emotions, with positive emotions like enjoyment, pride, and hope scoring higher than negative emotions, such as boredom, hopelessness, and shame. Notably, anxiety levels were comparable to those of the positive emotions. Significant emotional shifts were observed during the simulation training. However, while quantitative data indicated a decrease in shame, interviews revealed students still felt shame after simulation, especially when knowledge gaps were exposed. Qualitative findings suggest that students' experience with simulation, the debriefing process, the training design, and their role in the simulation influence the achievement emotions experienced.Conclusions: The dynamic nature of achievement emotions during simulation training calls for further research to better understand their complexity. The discrepancy regarding shame between quantitative and qualitative findings also requires more investigation. Nursing educators should consider achievement emotions in simulation design, as factors like training structure influence students' emotional experiences.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».