The Effects of Simulation-Based Learning on Clinical Decision-Making and Learning Outcomes among Second-Year Nursing Students at Buriram Rajabhat University

Abstract

This one-group pre-test and post-test quasi-experimental study aimed to examine the effects of simulation-based learning. The sample comprised 34 second-year nursing students selected through simple random sampling. The research instruments included scenarios, a clinical decision-making assessment, a learning outcomes assessment, and a satisfaction assessment. The content validity indices ranged from .83 to .91, while the reliability coefficients, as measured by Cronbach’s alpha, ranged from .73 to .89. Data were analyzed using descriptive statistics and a paired t-test.

The results showed that overall clinical decision-making scores after the intervention were significantly higher than those before the intervention (t = 4.95, p-value < .001), particularly in the domains of noticing (t = 3.51, p-value < .001) and responding (t = 6.52, p-value < .001). Regarding learning outcomes, the highest mean score was observed in cognitive skills (77.12%), followed by ethics and morality (74.45%) and interpersonal relationships (70.56%), respectively. Overall satisfaction with the learning model was at the highest level (Mean = 38.16, SD = 5.15). Thus, simulation-based learning effectively could enhance clinical decision-making skills and learning outcomes. Nursing educators can utilize these simulation-based learning activities in nursing education to enhance students’ preparedness for effective nursing practice.