Effects of simulation-based learning on nursing student competences and clinical performance

Area of Science:

• Nursing Education
• Medical Simulation
• Healthcare Professional Development

Background:

• Traditional clinical training faces challenges in providing consistent learning experiences.
• Simulation-based learning (SBL) offers a controlled environment to develop nursing skills.
• The impact of SBL on nursing students' clinical competence and performance requires thorough investigation.

Purpose of the Study:

• To evaluate the effects of simulation-based learning (SBL) on nursing students' competences.
• To assess the influence of SBL on nursing students' clinical performance.
• To compare the outcomes of SBL with traditional teaching methods in nursing education.

Main Methods:

• A comparison group design was employed.
• Data were collected using self-administered questionnaires (Simulation-Based Learning Evaluation Scale) and practicum grades.
• Statistical analyses included descriptive statistics, paired t-test, and ANCOVA.

Main Results:

• Students in the SBL group reported significantly higher perceived competences in five areas compared to the control group.
• The control group showed significant improvements in professional knowledge and nursing process, but not in patient safety, communication, or reflection.
• No significant differences in clinical performance (practicum grades) were observed between the SBL and control groups.

Conclusions:

• Simulation-based learning is perceived as an engaging teaching strategy by nursing students.
• SBL positively impacts students' self-perceived nursing competences.
• The direct impact of SBL on objective clinical performance warrants further in-depth examination.