Effect of intensive care simulation on anxiety of nursing students in the clinical ICU.
OBJECTIVE
To determine the effect of a campus critical care simulation on anxiety of nursing students in the clinical intensive care unit.


METHODS
Quasi-experimental pretest-posttest design using a sample of convenience.


METHODS
Large Midwestern university.


METHODS
Second semester, junior level nursing students enrolled in a generic baccalaureate nursing program. Students currently enrolled in an adult medical-nursing course with one allotted day for a campus critical care laboratory and a clinical day in affiliated community hospitals.


METHODS
Reduction in anxiety, as measured by the Spielberger State-Trait Anxiety Inventory, related to psychomotor skill performance in a highly technological clinical setting.


METHODS
Campus critical care simulation laboratory, which provided time for information, demonstration, discussion, practice, and validation of performance skills associated with technology in a usual critical care setting.


RESULTS
There was no significant difference in anxiety scores of subjects who received a campus critical care simulation before attending an actual clinical critical care experience versus those students who did not (t = 1.70, p = 0.094). There was no significant difference in anxiety scores of the experimental group after attending a campus simulation (t = 1.18, p = 0.250). Attending a campus critical care experience did not result in a decrease in critical care clinical setting anxiety.


CONCLUSIONS
There are numerous reasons why students experience anxiety in the clinical setting, one of which is anxiety related to task performance. Although familiarity with psychomotor skills is beneficial, study findings indicate that familiarity with psychomotor skills is not sufficient to decrease anxiety in the critical care clinical setting.
School of Nursing, Purdue University, West Lafayette, IN 47907.
C J
CJ
Erler
S D
SD
Rudman
D000328:Adult; D001007:Anxiety; D002983:Clinical Competence; D003422:Critical Care / Q000523:psychology*; D005260:Female; D006801:Humans; D013338:Students, Nursing / Q000523:psychology*