Impacts of stress and emotional competencies on the flow experience during simulation-based learning in nursing students

Abstract

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.