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Area of Science:

  • Nursing Education
  • Healthcare Simulation
  • Medical Training

Background:

  • Simulation is crucial in nursing education.
  • Factors affecting student simulation performance require further investigation.
  • This study explores anxiety, self-efficacy, nursing knowledge, and simulation performance.

Purpose of the Study:

  • To examine the relationships among anxiety, self-efficacy, nursing knowledge, and simulation performance.
  • To understand modifiable factors influencing student success in nursing simulations.
  • To evaluate the application of nursing knowledge in a simulated clinical setting.

Main Methods:

  • A mixed-methods design was employed.
  • Quantitative data included anxiety, self-efficacy, academic achievement, and simulation performance.
  • Qualitative data from post-simulation debriefings were used to triangulate findings.

Main Results:

  • A significant relationship was found between nursing knowledge and simulation performance.
  • Qualitative data revealed student anxiety and lack of confidence, contrasting with quantitative measures.
  • Discrepancies between quantitative and qualitative findings were explored.

Conclusions:

  • The link between nursing knowledge and simulation performance validates simulation as an evaluation tool.
  • Further research is necessary to clarify the complex interplay of anxiety, self-efficacy, and performance.
  • Simulation effectively assesses the application of theoretical knowledge in practical nursing scenarios.