UNDERGRADUATE NURSING STUDENTS’ SATISFACTION, SELF-CONFIDENCE WITH LOW FIDELITY SIMULATION-BASED LEARNING AND ITS ASSOCIATION WITH EDUCATIONAL PRACTICES

Abstract

Background:

The conventional clinical education has been characterized by difficulty in accessing actual patients and the patient safety issue. Simulation-based learning (SBL) is an important pedagogical instrument in nursing education and is a skillful environment where students can practice clinical skills without endangering human life. 

Objective:

The main goal of the study was to evaluate the association of satisfaction and self-confidence of undergraduate nursing students in terms of SBL and to assess the relationship among simulation design, educational practices and the previous student outcomes.

Materials and Methods:

The study design was a cross-sectional correlational study, which was conducted at Private Institute of Nursing in Lahore. The most significant convenience sampling method was used to select a sample of 165 Bachelor of Science in Nursing (BSN) students. The National League of Nursing (NLN) standardized instruments tool, which involved, Student Satisfaction and Self-Confidence in Learning Scale, the Simulation Design Scale, and the Educational Practices, this questionnaire were used to collect data. Statistical analysis involved Pearson correlation and descriptive statistics were done using SPSS version 29. 

Results:

The research has discovered high mean scores of student satisfaction (M = 3.99), self-confidence (M = 4.11), and educational practices (M = 3.96). There was found to be a significant moderate positive correlation between student satisfaction and self-confidence ($r = 0.550, p < 0.01). In addition, there were high correlations between educational practices and both satisfaction ($r = 0.697$) and self-confidence ($r = 0.612). Elements of simulation design, especially problem solving and fidelity were also found to have a significant correlation with better student results. There were no significant differences, according to gender. 

Conclusion:

Learning simulation is an efficient instructional approach that prominently boosts self-confidence and satisfaction of nursing students. Combining properly-designed simulation models and the active educational processes is key to equip nursing students with the ability to handle real life clinical problems