Please use this identifier to cite or link to this item: https://doi.org/10.1016/j.ecns.2017.04.005
DC FieldValue
dc.titleMental Rehearsal Strategy for Stress Management and Performance in Simulations
dc.contributor.authorIgnacio J.
dc.contributor.authorScherpbier A.
dc.contributor.authorDolmans D.
dc.contributor.authorRethans J.-J.
dc.contributor.authorLiaw S.Y.
dc.date.accessioned2018-06-07T06:38:25Z
dc.date.available2018-06-07T06:38:25Z
dc.date.issued2017
dc.identifier.citationIgnacio J., Scherpbier A., Dolmans D., Rethans J.-J., Liaw S.Y. (2017). Mental Rehearsal Strategy for Stress Management and Performance in Simulations. Clinical Simulation in Nursing 13 (7) : 295-302. ScholarBank@NUS Repository. https://doi.org/10.1016/j.ecns.2017.04.005
dc.identifier.issn18761399
dc.identifier.urihttp://scholarbank.nus.edu.sg/handle/10635/142974
dc.description.abstractBackground A mental rehearsal (MR) strategy using standardized patients was implemented for third-year nursing students in a simulation training on clinical deterioration. The study aimed to evaluate its efficacy, by comparing with a conventional approach using a mnemonic strategy with mannequin simulation, for improving the nursing students� performance and reducing their stress level in patient deterioration management. The study also explored the students� perspectives of using MR during their clinical practice. Method A mixed methods design was used. Thirty-two third-year nursing students participated in a randomized posttest. They were assigned to either the MR group or mnemonic group. Performance was observed and measured using simulation-based assessment. Strait�Trait Anxiety Inventory, heart rate, systolic blood pressure, and skin temperature were used as stress measures. Twenty-one students participated in individual interviews after a nine-week clinical posting. Results Performance between the MR group and the mnemonic group (p = .105) did not differ. The state (p = .524) and trait (p = .516) anxiety inventory, systolic blood pressure (p = .890), heart rate (p = .692), and skin temperature (p = .521) did not differ between the two groups. Three themes were generated from the application of MR on students� clinical practice: being mentally and emotionally prepared, recalling and visualizing the steps to be taken, and enhancing actual clinical practice. Conclusions Both MR and the mnemonic strategies had similar effects on performance and stress during patient deterioration management. However, the interviews suggested that MR still benefits learning and has value in health professions� training. � 2017 International Nursing Association for Clinical Simulation and Learning
dc.publisherElsevier Inc.
dc.sourceScopus
dc.subjectanxiety
dc.subjectmental rehearsal
dc.subjectnursing education
dc.subjectperformance
dc.subjectpsychological stress
dc.subjectsimulation training
dc.typeArticle
dc.contributor.departmentDEPT OF NURSING/ALICE LEE CTR FOR NUR ST
dc.description.doi10.1016/j.ecns.2017.04.005
dc.description.sourcetitleClinical Simulation in Nursing
dc.description.volume13
dc.description.issue7
dc.description.page295-302
dc.identifier.isiut000406310700002
dc.published.statepublished
Appears in Collections:Staff Publications

Show simple item record
Files in This Item:
There are no files associated with this item.

SCOPUSTM   
Citations

2
checked on Sep 18, 2020

WEB OF SCIENCETM
Citations

2
checked on Sep 18, 2020

Page view(s)

53
checked on Sep 18, 2020

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.