The Effects of Simulation-Based Learning on Knowledge and Perceived Self-efficacy in Therapeutic Relationship Building Among Nursing Students
Keywords:
simulation-based learning, therapeutic relationship building, perceived self-efficacy, nursing studentsAbstract
This research is a quasi-experimental study with a two-group pretest-posttest design, aiming to investigate the effects of simulation-based learning on knowledge and self-efficacy perception in therapeutic relationship building among nursing students. The sample group consisted of 60 second-year nursing students, divided into an experimental group and a control group, each comprising 30 individuals. The sample was selected using a simple random sampling method with replacement. The experimental group received learning interventions using simulation-based earning, while the control group received conventional teaching methods. Research tools included: 1) simulation-based learning method 2) knowledge test on therapeutic relationship building, and 3) self-perceived competence assessment in therapeutic relationship building. Data were analyzed by using descriptive statistics and t-tests.
The study found that the experimental group had a significantly higher average score in knowledge than the control group at a statistically significant level of < .001 (t58 = 10.577, p= .000), and the average score in self-perceived competence increased more significantly than the control group at a statistically significant level of < .001 (t58 = 7.458, p = .000). The average satisfaction with the overall learning management was at a high level (M=4.40, S.D.=.51). It can be concluded that simulation-based learning can enhances knowledge and promotes self-efficacy in developing nursing practice skills among nursing students.
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