Effects of Simulation-Based Learning for Nursing Practicum Preparedness for Patients with Shock on Students’ Satisfaction, Self-confidence in Learning, and Clinical Judgment of Nursing Students

Abstract

Background: Simulation-Based Learning (SBL) enhances learning of nursing students. However, in Thailand, there have been few studies that examined the effects of SBL in critical conditions.

Objectives: To compare the effects of SBL for nursing practicum preparedness for patients with shock on students’ satisfaction, self-confidence in learning, and clinical judgment of nursing students between nursing practice and observation groups.

Methods: This study used a quasi-experimental research design. The sample group comprised 162 third year nursing students, from the Boromarajonani College of Nursing, Bangkok, which were divided into 2 groups: 84 students for the nursing practice group and 78 students for the observation group. Research instruments for collecting data include the SBL model, scenario of shock, questionnaires for examining students’ satisfaction, and students’ self-confidence in learning, and clinical judgment assessment. Data were collected by managing SBL using high-fidelity simulation. Data were analyzed using descriptive statistics and independent t-tests.

Results: The nursing practice and observation groups rated their satisfaction and self-confidence in learning at high levels. Most students of these two sample groups had clinical judgment at an accomplished level. Satisfaction, self-confidence in learning, and clinical judgment between the nursing practice and observation groups showed no differences.

Conclusions: Nursing educational institutions should promote SBL. In the case of limitations related to the number of high-fidelity simulations, some nursing students can learn by observation.