Korean J Adult Nurs.  2021 Aug;33(4):322-332. 10.7475/kjan.2021.33.4.322.

Relationship between Simulation Design Characteristics and Clinical Reasoning Competence: Multiple Additive Moderating Effects of Teaching Effectiveness and Students’ Anxiety on Nursing Students

• Cheon KI
• Hur HK

• KMID: 2519586
• DOI: http://doi.org/10.7475/kjan.2021.33.4.322

Abstract

Purpose
The purpose of this study was to identify the moderating effect of teaching effectiveness and students’ anxiety in the relationship between simulation design characteristics and clinical reasoning competence among nursing students.
Methods
The participants were 123 nursing students who underwent simulation practice. Data were collected from September 1 to October 30, 2020 using self-report questionnaires. The collected data were analyzed using descriptive statistics, independent t-test, Pearson’s correlation coefficient, and SPSS PROCESS Macro program (to study the multiple additive moderation effect).
Results
Significant positive correlations were observed between clinical reasoning competence and simulation design characteristics (r=.57, p<.001), clinical reasoning competence and teaching effectiveness (r=.49, p<.001), while negative correlations were observed between clinical reasoning competence and students’ anxiety (r=-.33, p<.001). Teaching effectiveness and students’ anxiety had a multiple additive moderating effect on the relationship between simulation design characteristics and clinical reasoning competence among the nursing students (F=15.10, p<.001).
Conclusion
The relationship between simulation design characteristics and clinical reasoning competence differed depending on the students’ anxiety. To improve the clinical reasoning competence of nursing students in simulation practice, developing interventions and techniques to manage students’ anxiety levels are important.

Keyword

Students; Nursing; Simulation training; Anxiety; Clinical competence