Stavanger, Norway | 12 - 15 May 2022 10th EORNA Congress Symposia - Invited speakers 47 Guided Poster Walk P17 Developing self-efficacy in responding to acute situations amongst perioperative nursing students’ through interprofessional simulation-based learning H. Kaldheim1, M. Fossum1, J. Munday2, J. Creutzfeldt3, Å. Slettebø1 1University of Agder, Department of Health and Nursing Science, Grimstad, Norway, 2Queensland University of Techonology, School of Nursing/Centre for Health Transformation, Brisband, Australia, 3Karolinska Institutet, Department of Clinical Science, Intervention and Technology, Stockholm, Sweden Background: Interprofessional simulation-based learning (ISBL) offers learning situations that influence self-efficacy and prepare students for the complexities and challenges of clinical practice (1, 2). Self-efficacy is related to students’ learning processes and performance in various situations (3). Aim: To describe perioperative nursing students’ experiences with ISBL and its contribution in developing self-efficacy. Research questions: How do experiences of ISBL contribute to self-efficacy in communication, interdisciplinary collaboration, and prioritising tasks in acute situations for perioperative nursing students? Methodology: We utilised a qualitative design and conducted six focus-group interviews between May and October 2019 with thirty-four perioperative nursing students from five higher educational institutions in Norway. Data were subjected to directed content analysis (4), using Bandura’s social cognitive theory with four sources influencing self-efficacy (5). Results: Gaining mastery experiences and valuable competence (communicating, interdisciplinary collaboration, technical skills, and prioritising) through ISBL gave students faith that they could master acute situations entering clinical practice. Vicarious experience, as observing others first, made it easier to perform in the scenario themselves, increased their competence in prioritising, and gave insight into the importance of clear communication in acute situations. Verbal persuasion and social influences, as positive feedback, strengthened students’ mastery experience. During ISBL, all the educational professions needed to receive equal attention to be recognized as important team members. Physiological responses were linked to feelings of stress, where positive stress provided challenges that could give rise to mastery. The opposite, unnecessary stress, made students feel insecure and hindered their feelings of mastery. Conclusions: Bandura’s sources of self-efficacy in ISBL contribute to perioperative nursing students’ self-efficacy beliefs in communication, interdisciplinary collaboration, and prioritisation of tasks in acute situations. Critical conditions that cause unnecessary stress should be considered, such as not feeling prepared, perceiving ISBL as artificial, and/or feeling assessed. P18 Operating theatre nurses’ considerations about bladder catheterization of the patient undergoing surgery L.I.M. Hansen1, A. Eilertsen2,1, S. Holand Martinsen2,1, Å. Slettebø1 1University of Agder, Faculty of Health and Sport Science, Department of Health and Nursing Science, Grimstad, Norway, 2Hospital of Southern Norway, Operating Theatre Ward, Arendal, Norway Background: In Norway clinical recommendations were changed in the patient safety program,2013, to reduce urinary infections among operating patients undergoing different kind of surgery. It was a goal to reduce the amount of bladder catheterization when the patients were in the operating theatre ward and perioperative setting. Aim and design: A qualitative study was conducted to investigate the considerations done by the specialized nurses in this setting according to the patients undergoing surgery and preventing urinary bladder distention. Ethical approval: The study was approved by the ethical committee of the faculty of the University of Agder and the Norwegian Centre for Research Data (NSD) (number 55766). Method: Eight semi-structured interviews were conducted with operating theatre nurses from two different hospitals in Norway. The interviews were transcribed verbatim and analysed using Kvale and Brinkman. Results: The data showed how the operating theater nurses cooperated with the team in their considerations of whether there was a need for preventing urinary bladder distension or not. They made sure that the patient went to the toilet before going to the operating theatre, and kept an eye on: for how long time the surgery took, in addition to communicate with the anaesthetic personnel about their need of keeping a more accurate measure of the urinary production through the surgery. Conclusion: The operating theatre nurses’ experiences and clinical judgement are important in collaboration with the surgical team in advocacy of the patients’ interest even though they not always consider written routines or procedures.
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