This real-world doctoral project for the University of San Francisco’s nursing program addresses a significant emotional readiness gap among sophomore nursing students entering the Simulation Lab. The project identifies that 82% of students experience negative emotional responses—such as anxiety, stress, and fear—which can hinder performance and patient safety. In response, the team designed a mandatory self-care and emotional regulation training program delivered via Canvas and supplemented with in-person Simulation Lab sessions. The curriculum includes techniques like deep breathing, self-reflection, and progressive muscle relaxation, with the goal of fostering emotional resilience and professional composure. The training is structured through clear instructional goals, multimedia strategies, and a phased evaluation plan (including perception, learning, and performance assessments) to ensure effectiveness. Implementation details include a facilitator guide, learner support resources, and scheduled check-ins, aiming to prepare
Overview
This project develops and implements a targeted instructional intervention to improve emotional regulation and self-care among sophomore nursing students at the University of San Francisco. The training integrates evidence-based techniques into a blended learning environment combining asynchronous Canvas modules with hands-on Simulation Lab practice.
This project applied the scientific ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—to systematically create and assess a targeted instructional solution that improves emotional regulation skills in nursing students.
The problem
After conducting interviews and surveys with nursing students and faculty, 82% of students reported experiencing significant anxiety, stress, and cognitive distortions prior to entering the Simulation Lab. These negative emotional states impair clinical performance, reduce learning efficacy, and conflict with the university’s mission to prepare holistic, patient-centered practitioners.
The outcome
The training is designed to equip students with effective emotional regulation strategies, and formative assessments during implementation indicate improved confidence and engagement. While full program results are pending, initial feedback from learners and faculty suggests a positive shift in students’ readiness and emotional preparedness for high-pressure clinical simulations.
The solution
To address this gap, we designed a mandatory, research-informed training program focused on deep breathing, self-reflection, and progressive muscle relaxation. Delivered through Canvas and reinforced in the Simulation Lab, the curriculum equips students with practical emotional regulation strategies applicable in academic and clinical contexts.