Effects of an integrated simulation-based resuscitation skills training with clinical practicum on mastery learning...

This study evaluates the effectiveness of integrated simulation-based resuscitation skills training combined with a clinical practicum by assessing nursing students' knowledge, psychomotor skills, and self-efficacy.

In a pretest-posttest design, 255 second-year nursing students participated in an emergency nursing clinical course consisting of a two-hour simulation-based resuscitation skills training component along with an 80-hour clinical placement in an emergency department. Knowledge, self-efficacy, and psychomotor skill errors were measured. Analyses of pre- and post-test data were performed on three subgroups: the simulation-only group, the simulation with clinical observation group, and the simulation with clinical performance group. Stu- dents were divided into these groups based on resuscitation experiences during their clinical practicum in the emergency department.

Mean scores of knowledge (z = -13.879, p < .001) and self-efficacy (z = -10.969, p < .001) significantly improved after the clinical practicum compared to baseline. Knowl- edge (F = .502, p = .606), psychomotor skill error (F = 1.587, p = .207), and self-efficacy (F = .481, p = .619) did not significantly differ among the three subgroups after controlling for two covari- ates (age, Basic Life Support certification) in the analysis of covariance models.

Integrated simulation-based resuscitation skills training combined with a clinical practicum might be beneficial for enhancing mastery learning and self-efficacy in nursing students through learner engagement and feedback.