Search Results (3)

This study explores the integration of simulated environments into first aid training programmes within the field of Physical Activity and Sports Sciences. Grounded in the framework of student-centred teaching methodologies and competency-based education models, the research investigates the impact of simulated environments on students’ Emotional Intelligence (EI). The study hypothesizes that positive stress coping styles and good educational practices developed in simulated environments are correlated with higher levels of EI. Methodologically, a descriptive study was conducted, involving participants pursuing a Bachelor’s Degree in Physical Education and Sport Sciences. Measures included the Trait-Mood Scale 24 (TMMS-24) for EI assessment, the Stress Coping Questionnaire (SCQ) for stress evaluation, and the Educational Practices Questionnaire (EPQ) for assessing educational practices. Results revealed significant associations between active learning and higher levels of EI, problem-solving coping styles, and emotional clarity, as well as positive reappraisal coping styles and mood recovery. The study emphasizes the potential of integrating simulated environments into first aid training programmes, offering immersive learning experiences that enhance students’ practical skills and emotional development. Full article

Background: Nursing students must be able to enter clinical practice as safe, accurate, competent, and compassionate professionals. Objectives: The aim of this study was to investigate the effectiveness of simulation training on the satisfaction and self-confidence of undergraduate nursing students. Methods: A cross-sectional and correlational study was conducted among 151 students enrolled in the third semester of nursing. Data were collected using a questionnaire comprising three instruments: SSSCL, SDS, and EPQ. Pearson’s correlation analysis was used to examine the relationship between satisfaction and self-confidence. Multiple linear regression was conducted to assess the influence of simulation design and various educational practices on students’ satisfaction and self-confidence. Results: The results revealed high mean scores for satisfaction (4.41 ± 0.40) and self-confidence (4.50 ± 0.36). A moderate, significant positive correlation was found between self-confidence and satisfaction (r = 0.579, p < 0.001). Furthermore, various learning methods (B = 0.112, p = 0.037, 95% CI [0.007; 0.217]) and objectives/information clarity (B = 0.175, p = 0.040, 95% CI [0.008; 0.342]) had a significant positive effect on satisfaction. Similarly, active learning (B = 0.146, p = 0.020, 95% CI [0.023; 0.268]) and feedback (B = 0.154, p = 0.035, 95% CI [0.011; 0.297]) had a significant positive effect on self-confidence. Conclusions: This study confirms that simulation-based training effectively boosts nursing students’ satisfaction and self-confidence, supporting its integration as a key component of nursing education to better prepare them for clinical challenges. Full article

The purpose of this study was to evaluate the best educational techniques used during high-fidelity simulations in training nursing students and to introduce the Polish version of the Educational Practices Questionnaire (EPQ) scale after its cultural adaptation and determination of its psychometric properties. The research group was composed of 361 second- and third-year nursing students in the licentiate program. The Cronbach’s alpha reliability coefficients for the adapted tool were 0.90 for the EPQ-PO (presence of educational techniques) subscale and 0.93 for the EPQ-IO subscale (importance of educational techniques). Additionally, the model fit rates in the CFA and EFA (as indicators of theoretical validity) proved to be high enough for the tool to be successfully used in scientific research. Preliminary results are also presented; the mean value of the response for the entire EPQ scale for both the PO and IO sections was M = 4.3, SD ± 0.90. The students in the study rated the opportunity for collaboration with other students and for working jointly on a given clinical situation very highly at M = 4.5, SD ± 0.70. The analysis of the scores of the individual scales and subscales of the EPQ showed statistically significant differences in results obtained for such variables as gender, place of residence, and year of studies. Full article