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Título
Effect of Psychophysiological Stress and Socio-Emotional Competencies on the Clinical Performance of Nursing Students during a Simulation Practice
Autor
Facultad/Centro
Área de conocimiento
Título de la revista
International Journal of Environmental Research and Public Health
Número de la revista
10
Datos de la obra
Mauriz, E., Caloca-Amber, S., Córdoba-Murga, L., & Vázquez-Casares, A. M. (2021). Effect of psychophysiological stress and socio-emotional competencies on the clinical performance of nursing students during a simulation practice. International Journal of Environmental Research and Public Health, 18(10). https://doi.org/10.3390/IJERPH18105448
Editor
MDPI
Fecha
2021
ISSN
1661-7827
Abstract
[EN] Psychophysiological stress can affect the cognitive response and effective learning of
students during medical simulation practices. This study aimed to explore the effect of psychophysiological stress and socio-emotional competencies on clinical performance during a simulation
experience. A pre-test/post-test design was used to assess physiological (blood pressure, heart
rate and blood oxygen saturation) and psychological parameters (stress and anxiety) as well as
socio-emotional skills (cognitive load, self-efficacy and motivation) in nursing students (n = 40) before
and after the simulation of a cardiopulmonary resuscitation practice. Physiological responses showed
statistically significant differences between pre-test and post-test conditions for blood pressure and
heart rate (p < 0.0001). Moderate and significant correlations were also observed when comparing self-efficacy with stress (r = −0.445, p = 0.004), anxiety (r = −0.467, p = 0.002) and motivation
(r = −0.406, p = 0.009) measures. Similarly, cognitive-load dimensions were significantly associated
with either physiological (r = −0.335, p = 0.034) or psychological (r = −0.448, p = 0.004) indicators.
The analysis of multiple regression models revealed a relationship between the effectiveness of
the simulated experience, post-test blood oxygen saturation, heart rate, workload and self-efficacy
(R2 = 0.490; F (3, 39) = 8.305; p < 0.0001; d = 1.663). Therefore, the evaluation of psychophysiological
parameters and socio-emotional skills seems to provide a promising framework for predicting the
quality of simulated clinical practices.
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