The Effects of Simulation Base Learning Model on Knowledge, Clinical Judgement, and Self-confidence in Nursing Care during Intrapartum Care of Nursing students
Keywords:
Simulation Base Learning, Knowledge, Clinical Judgement, Self-confidence, Nursing studentsAbstract
A quasi-experimental study was conducted to investigate the effects of the Simulation-Based Learning (SBL) on knowledge, clinical judgment, and self-confidence in nursing care during intrapartum care among nursing students. The sample included fourth-year nursing students enrolled in the Maternal-Newborn Nursing and Midwifery Practicum I Course. Participants were chosen by simple random sampling, resulting in 32 nursing students in the experimental group and 32 nursing students in the control group, totaling 64 nursing students. The experimental group received instruction through two simulation scenarios, while the control group received traditional teaching. The research instruments consisted of a knowledge test, a clinical judgment questionnaire, and a self-confidence in nursing practice questionnaire. Cronbach’s alpha coefficients for these instruments were 0.944, 0.939, and 0.942, respectively. Data were analyzed using descriptive statistics, paired t-test, and independent t-test.
The results demonstrated that, after the intervention, the experimental group that received SBL exhibited significantly higher mean scores in knowledge, clinical judgement, and self-confidence in nursing practice compared to the control group (t = -1.91, p < .01; t = -1.06, p < .01; and t = -1.39, p < .01, respectively). Furthermore, these scores were significantly higher than those recorded before the experiment (t = -5.73, p < .01; t = -4.14, p < .01; and t = -2.98, p < .01, respectively). These findings support integrating SBL methods in nursing education to enhance students’ knowledge, clinical judgement, and self-confidence in their nursing practice.
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