Browsing by Author "Singano, Violeth E."

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    Effect of standardized patient simulation-based Pedagogics embedded with lecture on mental status evaluation knowledge, self-efficacy, and clinical judgement among nursing students in Tanzania: quasi-experimental study
    (The University of Dodoma, 2023) Singano, Violeth E.
    Background: Mental status evaluation (MSE) is a core practice and primary activity of healthcare providers including nursing students before providing care to mentally ill patients. However, the prevalence of medical errors in mental health nursing, or prolonged hospitalization of mentally ill patients, may indicate that nursing students lack MSE competencies due to the ways they are developed, this is linked with inadequate training strategies. It is believed that proper pedagogics may enhance students’ competencies over conventional teaching strategies. This study aimed to examine the effectiveness of using standardized patient simulation-based pedagogics embedded with lectures on MSE knowledge, self-efficacy, and clinical judgment among nursing students in Tanzania Methods: A longitudinal controlled quasi-experimental study, pre-post assessment design among 311 nursing students was conducted in Tanga and Dodoma regions. The Standardized Patient Simulation-Based Pedagogy (SPSP) was administered to the intervention group after baseline assessment using interviewer-administered structured questionnaires. Independent t-test was used to compare the mean difference, Difference in Difference linear mixed model was used to examine the effect of intervention using Statistical Package for Social Science (SPSS) software, version 25 at 95% confidence interval and 5% significance level. Results: The mean age of the study participants was 21years ±2.83 and 65% (n = 202) of them were females. Post-test findings indicated a statistically significant gain p=<.0001)in MSE knowledge (M±SD = 22.15±4.42); self efficacy (M±SD = 3.38±0.64), and clinical judgment (M±SD=3.49±0.60) among students in the intervention than their counterparts in the control group (M=16.52±6.30); (M=2.66 ±0.79) and (M±SD=3.03±0.60) respectively. The intervention was significantly effective on MSE knowledge by β=4.6950; p<.0001; self-efficacy (β=0.4514; p<.0121) and clinical judgment (β=0.599; p<.0001). Conclusion: The intervention enhanced nursing students’ MSE knowledge, selfefficacy, and clinical judgement. Integrating SPSP in nursing curricula may improve MSE competencies for quality and cost-effective mental health services.