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    Implementing experiential learning theory (ELT) in simulation-based learning (SBL) significantly improved nursing students' clinical judgment. This approach aligns with best practices for enhanced student outcomes in nursing education.

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    Area of Science:

    • Nursing Education
    • Simulation-Based Learning
    • Experiential Learning Theory

    Background:

    • Existing models for designing simulation-based learning (SBL) activities require further examination.
    • The integration of experiential learning theory (ELT) into SBL design is a developing area in nursing education.

    Purpose of the Study:

    • To evaluate the impact of an ELT-based design for SBL activities on the development of clinical nursing judgment.
    • To compare student outcomes before and after the adoption of ELT in SBL.

    Main Methods:

    • A retrospective study design was employed.
    • Independent samples t-tests were used to analyze differences in clinical nursing judgment scores.
    • Data were collected from nursing students before and after the implementation of ELT-based SBL.

    Main Results:

    • A significant increase in clinical nursing judgment was observed at both the beginning and end of the baccalaureate program.
    • All scenario-based SBL activities utilized an ELT design, contributing to the observed improvements.

    Conclusions:

    • Utilizing ELT in SBL enhances the development of clinical nursing judgment among nursing students.
    • Adherence to International Nursing Association for Clinical Simulation and Learning standards, coupled with ELT, improves student outcomes.