An experimental investigation into the extent social evaluation anxiety impairs performance in simulation-based learning environments amongst final-year undergraduate nursing students
Abstract
Background: While numerous theoretical and conceptual models suggest social evaluation anxiety could likely influence performance in simulation-based learning environments, there has been surprisingly little research to investigate the extent to which this is true. Methods: Final-year Bachelor of Science (Nursing) students (N=70) were randomly assigned to complete one of three clinically identical simulation-based scenarios designed to elicit varying levels of social evaluation anxiety by manipulating the number of other people present with the student during the simulation (1, 2 or 3 others). Rises in acute stress were measured via continuous heart-rate and salivary cortisol. Performance scores were derived from the average of two independent raters' using a structured clinical checklist (/16). Results: Statistically different increases were found within the first minute of the simulation between those students with one versus three other people in the room (+4.13 vs. +14.01 beats-per-minute respectively, p= 0.01) and salivary cortisol measures suggested significantly different changes in anxiety between these groups (−0.05 vs. +0.11μg/dL respectively, p= 0.02). Independent assessments suggested students with only one other person accompanying them in the simulation significantly outperformed those accompanied by three others (12.95 vs. 10.67 respectively, p= 0.03). Discussion: Students accompanied by greater numbers during simulations experienced measurably greater anxiety and measurably poorer performances. These results demonstrate the ability to manipulate social evaluation anxiety within high-fidelity simulation training of undergraduates in order to help students better acclimatise to stressful events prior to practising in real clinical settings.
Document Type
Journal Article
Date of Publication
2016
Publication Title
Nurse Education Today
Publisher
Elsevier
School
Office of the Deputy Vice-Chancellor (Strategic Partnerships) / School of Medical and Health Sciences
RAS ID
21424
Copyright
subscription content
Comments
Mills, B., Carter, O., Rudd, C., Claxton, L., & O'Brien, R. (2016). An experimental investigation into the extent social evaluation anxiety impairs performance in simulation-based learning environments amongst final-year undergraduate nursing students. Nurse Education Today, 45, 9-15. Available here.