Simulation training and professional self-confidence: A large-scale study of third year nursing students

Area of Science:

• Nursing Education
• Medical Simulation
• Healthcare Professional Development

Background:

• Clinical training constraints necessitate exploring alternative educational methods for nursing students.
• Existing research on simulation training yields inconsistent results, lacking high-powered evidence.

Purpose of the Study:

• To evaluate the impact of an enhanced simulation training scheme on nursing students' self-confidence in technical and non-technical skills.
• To assess the effects of simulation training on knowledge acquisition and clinical training interaction.

Main Methods:

• A field experiment comparing an extended simulation training scheme (3+2 days) with a standard session (3 hours).
• Multivariate Ordinary Least Squares (OLS) regression analysis of data from 311 third-year nursing students.
• Self-confidence measured via surveys across three rounds, supplemented by clinical training site and grade attainment data.

Main Results:

• Increased simulation training led to significantly higher immediate professional self-confidence, with a greater effect on technical skills.
• Positive effects on technical skill self-confidence persisted into the following semester for students with limited clinical training.
• A small, statistically uncertain increase in grade attainment was observed during the treatment semester, which diminished over time.

Conclusions:

• Simulation training offers substantial short-term benefits for nursing students' professional self-confidence and modest gains in knowledge acquisition.
• These benefits may be overshadowed by intensive clinical training but could offer long-term advantages for students with less hands-on experience.
• Simulation training can potentially mitigate challenges in providing adequate practical training experiences outside of academic settings.