[A Structural Model on the Nursing Competencies of Nursing Simulation Learners]

Area of Science:

• Nursing Education
• Simulation-Based Learning
• Healthcare Professional Development

Background:

• Nursing simulation is a critical tool for developing clinical skills.
• Jeffries's simulation theory provides a framework for understanding simulation effectiveness.
• Evaluating competency models in simulation is essential for optimizing learning outcomes.

Purpose of the Study:

• To test a conceptual model of nursing competencies for simulation learners.
• To examine the influence of teacher and learner factors on simulation outcomes.
• To assess the mediating role of simulation design characteristics.

Main Methods:

• A quantitative study involving 310 nursing students from two universities.
• Data collected over 20 days in October 2017.
• Covariance structure analysis using SPSS 21.0 and AMOS 22.0.

Main Results:

• The hypothetical model demonstrated a good fit with the collected data.
• Teacher factors (curriculum, classroom operation, teaching methods) directly influenced simulation design.
• Learner factors directly impacted nursing competence, self-confidence, and clinical performance.
• Simulation design partially mediated the relationship between learner factors and clinical performance.
• Simulation design fully mediated the relationship between learner factors and clinical judgment ability.

Conclusions:

• Improving learner clinical performance and judgment requires practical simulation training.
• Both learner preparation and effective educator roles are crucial for successful simulation.
• Simulation design characteristics play a key role in mediating learner outcomes.