ArticleNursing open2021
Stress and anxiety in nursing students between individual and peer simulations.
Article in Nursing open, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
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Who cites it
11 citing papers in PubMed, 27 citations in OpenAlex.
- From Simulation to the Clinical Area: A Mixed-Methods Study Comparing Skills Laboratory Proficiency and Clinical Performance (RLE) Among Nursing Students in a Philippine University.Advances in medical education and practice · 2026Article
- Concealing, Connecting, and Confronting: A Reflexive Inquiry into Mental Health and Wellbeing Among Undergraduate Nursing Students.Nursing reports (Pavia, Italy) · 2025Article
- Nursing students' perceptions about the use of clinical simulation to teach safe medication administration: a focus group study.BMC nursing · 2025Article
- Factors influencing critical thinking in simulation-based maternal-child nursing education among undergraduate nursing students: a mixed methods study.BMC nursing · 2025Article
- Article
- Psychological Distress, Academic Stress, and Burnout among Saudi Undergraduate Nursing Students.Journal of clinical medicine · 2024Article
- Article
- Role of peer learning and self-efficacy in parasympathetic activity during the simulation learning process in nursing students.Nursing open · 2023Observational
- Observational
- Peer tutoring experiences of neonatal nursing simulations among Korean nursing students: a qualitative study.Child health nursing research · 2022Article
- Article
Corrections and comments
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Authors and funding
4 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe use of high-fidelity simulation practice as an educational tool is becoming increasingly prevalent in nursing education. Despite the learning effects of simulation practice, students have been shown to experience high levels of stress and anxiety during simulation. In recent years, peer learning has been defined as an acquisition of knowledge and skills through active support and support among equal or equal peers and has been shown to be an effective educational intervention for clinical health science students.
aimThe purpose of this study was to incorporate peer learning into simulation learning and to clarify the differences between stress and anxiety during personal and peer simulations.
methodThird-grade undergraduate students in a four-year course at two nursing universities participated in this study. In this study, the simulated patient was a 53-year-old man who had undergone gastrectomy for the treatment of gastric cancer. The scenario was that the patient had completely recovered consciousness in the operating room, and his tracheal tube had been removed one hour before the students examined him. Stress while simulation training was evaluated with heart rate variability. Anxiety was evaluated by the STAI after the simulations were complete.
resultsPersonal simulation practice (personal group; n = 50) and peer simulation practice (peer group, n = 59) was conducted. The personal group included 7 male students, and the peer group included 12 male students; the difference in male proportion was not significant. At the first patient assessment phase, stress of heart rate variability components at the peer group significantly increased relative to that of the personal. In addition, the personal had a significantly higher state anxiety score after simulation than the peer.
conclusionThis study shows that in the face-to-face scene involving vital sign measurements, the presence of peers did not objectively alleviate stress.
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