[en] Background: Clinical immersion simulation, used in nursing training, can bring students into a state of flow that enhances learning.
Purpose: The aim of this study is to describe the relationships between stress, emotional competencies, and flow.
Methods: This exploratory study of 101 students used three validated measuring instruments.
Results: The flow was positively correlated to emotional competencies (r = 0.25; p = 0.012) and a negatively correlated to stress (r = -0.34; p < 0.001). Analyses of variance suggest that stress levels significantly influence flow scores (p < 0.001) and that emotional competencies also significantly influences the flow state (p = 0.005).
Conclusions: Optimizing the flow state during simulation requires consideration of stress and emotional competencies.
Disciplines :
Human health sciences: Multidisciplinary, general & others
Author, co-author :
Delvaux, Sophie ; Université de Liège - ULiège > Centres généraux > IFRES - SMART (Système Méthodologique d'Aide à la Réalisation de Tests)
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