Volume 16, Issue 2 (Summer 2021)                   jmed 2021, 16(2): 109-119 | Back to browse issues page

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ahrari S, Heshmati Nabavi F, toghian chaharsoughi N. Strategies to improve clinical confidence in nursing students' c: A Narrative review. jmed 2021; 16 (2) :109-119
URL: http://jmed.ssu.ac.ir/article-1-1190-en.html
Instructor, Nursing and Midwifery Sciences Development Research Center, Najafabad Branch, Islamic Azad University, Najafabad, Iran. , toghiann@gmail.com
Abstract:   (1128 Views)
Introduction: Universities are responsible for nurturing nurses who have clinical skills and confidence. Self-confidence is one of the main components of clinical work and, nursing students have more efficient self-confidence. This review study aimed to find strategies for self-confidence improvement in nursing students.
Methods: To conduct this review study initially, using the keywords self-confidence, professional self-confidence and the self-confidence of nursing students in Persian and English, separately and in combination, between 2008 and 2018, a total of 1536 articles were obtained from Medline, CINAHL, ProQuest, Ovid and Science Direct databases. The full text of the articles was reviewed for inclusion and exclusion criteria and finally, 16 articles were selected for the final analysis.
Result: The findings indicated the efficacy of the short-term educational program on self-confidence skills of baccalaureate nursing students. Studies have shown that students demonstrate greater abilities in terms of knowledge, critical thinking, clinical understanding, or satisfaction upon simulation-based learning.
Conclusion: Simulation-based nursing educational interventions have strong and special educational effects in the field of psychology, especially in promoting the self-confidence of nursing students. Therefore, due to its positive effect on students' self-confidence, this method is proposed as a superior educational method in nursing students.
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Type of Study: Review | Subject: Medical Education
Received: 2021/03/25 | Accepted: 2021/07/4 | Published: 2021/09/11

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