[Effects of integrative simulation practice on nursing knowledge, critical thinking, problem-solving ability, and...

Area of Science:

• Nursing Education
• Medical Simulation
• Pedagogy

Context:

• Traditional nursing education often relies on didactic methods and limited hands-on practice.
• High-fidelity simulators (HFS) offer immersive experiences but may not fully integrate critical thinking and problem-solving.
• There is a need for innovative educational strategies to enhance nursing students' comprehensive skill development.

Purpose:

• To investigate the efficacy of problem-based learning-integrative simulation practice (PBL-ISP) in improving key competencies among nursing students.
• To compare the effectiveness of PBL-ISP with conventional hands-on practice using high-fidelity simulators (HFS).
• To assess the impact of PBL-ISP on nursing knowledge, critical thinking, problem-solving ability, and immersion.

Summary:

• A nonequivalent control group post-test design study was conducted with 82 nursing students (42 in the experimental PBL-ISP group, 40 in the control HFS group).
• Data analysis revealed statistically significant improvements in nursing knowledge (t=3.67, p<.001), critical thinking (t=3.40, p=.001), problem-solving ability (t=3.52, p=.001), and immersion (t=4.44, p<.001) for the PBL-ISP group.
• The results indicate that PBL-ISP is a more effective pedagogical approach than HFS alone.

Impact:

• PBL-ISP demonstrates superior effectiveness in enhancing nursing students' knowledge, critical thinking, and problem-solving skills.
• This study suggests that integrating problem-based learning with simulation practice offers a more comprehensive and impactful educational experience for nursing students.
• The findings support the adoption of PBL-ISP as a valuable strategy in nursing curricula to better prepare students for complex clinical scenarios.