ABSTRACT
OBJECTIVE: To compare the effects of a high-fidelity simulator and conventional teaching model used during blood pressure measurement training on students' self-confidence, self-efficacy and anxiety levels. METHODS: A randomized controlled trial design was used. The study was conducted on 59 first-year nursing students of a university in Amasya, Turkey. 'Self-Confidence Scale,' 'general Self-Efficacy Scale' and 'Beck Anxiety Scale' were used to collect the data. A high-fidelity simulator used in blood pressure measurement training was applied to the experimental group, while the conventional method in which the students practice on their peers was applied to the control group. Chi-square, Mann-Whitney U test and the Wilcoxon signed-rank test were used to determine the difference between the two groups' average. RESULTS: No statistically significant difference was found between students' pre-test and post-test total scores of self-confidence, general self-efficacy and anxiety scales with the high-fidelity simulator and the conventional model (P > 0.05). A significant increase was noted in inner self-confidence and self-efficacy scores of the group working on the high-fidelity simulator (P < 0.05). CONCLUSIONS: The high-fidelity simulator was effective on the students' increased levels of self-confidence and self-efficacy, whereas it was not effective on their anxiety levels. However, this study can also be conducted on a larger sample group using a variety of training methods.
