Enhancing Surgical Nursing Student Performance: Comparative Study of Simulation-Based Learning and Problem-Based...

Area of Science:

• Nursing Education
• Medical Simulation
• Surgical Nursing

Background:

• Surgical nursing demands extensive knowledge and skills due to its high-risk nature.
• Problem-Based Learning (PBL) and Simulation-Based Learning (SBL) are effective student-centered pedagogical approaches.
• Optimal training methods for undergraduate surgical nurses require further investigation.

Purpose of the Study:

• To compare the effectiveness of PBL and SBL in improving undergraduate nursing students' performance in surgical nursing.
• To evaluate the impact of PBL and SBL on learning outcomes and student confidence in surgical nursing education.

Main Methods:

• A pretest/post-test design was employed with 318 nursing undergraduates randomly assigned to PBL or SBL groups.
• Participants engaged in progressive surgical nursing scenarios, with performance assessed using the Korean Nurses' Core Competence Scale (KNCCS).
• Learning satisfaction and self-confidence were measured using the Satisfaction and Self-confidence in learning Scale (SSS).

Main Results:

• Both PBL and SBL groups showed significant improvements in post-test, retention, and follow-up assessments (P < 0.001).
• The SBL group exhibited significantly higher core competency levels, clinical performance, professional attitude, and communication skills (P < 0.001).
• SBL participants reported higher satisfaction and self-confidence in learning compared to the PBL group (P < 0.05).

Conclusions:

• Both Simulation-Based Learning (SBL) and Problem-Based Learning (PBL) enhance core competence, satisfaction, and self-confidence in nursing students.
• SBL proved superior to PBL in improving surgical nursing students' performance and confidence.
• The findings support SBL as a more effective method for enhancing surgical nursing education quality and ensuring patient safety.