Examining predictive factors of nursing students' self-confidence in multiple simulation sessions: A randomized...

Area of Science:

• Nursing Education
• Medical Simulation

Background:

• Simulation-based education (SBE) is crucial for developing clinical skills in nursing.
• Understanding factors that enhance student self-confidence in SBE is essential for pedagogical improvement.

Purpose of the Study:

• To identify predictors of self-confidence in nursing students undergoing simulation-based education.
• To evaluate the impact of single versus double sets of simulation scenarios on self-confidence.

Main Methods:

• A randomized controlled longitudinal study involving 146 nursing students.
• Participants were assigned to single or double acute care scenarios across four simulation sessions.
• Self-confidence and learning styles were assessed using validated scales at multiple time points.

Main Results:

• No significant interaction effects were found between self-confidence and the number of simulation scenarios.
• A majority of third-year students (85%) preferred a concrete learning style at the study's outset.
• The study did not identify specific predictive factors favoring double simulation scenarios for enhanced self-confidence.

Conclusions:

• This study did not demonstrate significant predictive factors for increased self-confidence with double simulation scenarios.
• Effective implementation strategies for simulation-based education remain a critical area for ongoing research and development.
• Optimizing SBE requires continued investigation into its pedagogical effectiveness.