Self-Efficacy of Simulation-Based Related Learning Experience on Clinical Skill and Development Among 2nd Year Nursing Students at Dr. Carlos Lanting College
Aug 2026· International Journal of Advanced Multidisciplinary Research and Studies· 0 citations
TL;DR
This study analyzes the self-efficacy of simulation-based Related Learning Experience in improving clinical skills among second-year nursing students at Dr. Carlos S. Lanting College during clinical practice to provide evidence-based recommendations to inform curriculum development, optimize simulation protocols, and ultimately enhance nursing education outcomes at the institutional level.
Abstract
This study analyzes the self-efficacy of simulation-based Related Learning Experience (RLE) in improving clinical skills among second-year nursing students at Dr. Carlos S. Lanting College during clinical practice. Employing a mixed-methods design that integrates quantitative pretest-post-test measures with qualitative focus group discussions, the research utilizes purposive sampling of three sections (approximately 100 students total) who underwent at least one simulation session.
Quantitative data measured clinical skills and self-confidence pre- and post-intervention, complemented by qualitative feedback on the relevance and applicability of the simulated scenarios. Results are expected to highlight improvements in skill performance, critical thinking, clinical judgment, and patient safety awareness. This study aims to provide evidence-based recommendations to inform curriculum development, optimize simulation protocols, and ultimately enhance nursing education outcomes at the institutional level.
The study found that the return demonstration greatly increased students' relevant learning experience skills and clinical performance, indicating that the technique adequately prepares individuals for real-world clinical situations.
Abenaza Jeremy Charles T, Liwag Erika Lyka C, Llagas Cyril Ann U et al.· International Journal of Adv...· 0 citations
AIM
The primary outcome of this study was pediatric nursing competency following simulation-based laboratory practice in the pediatric nursing course, while the secondary outcomes included clinical worry and comfort, medication self-efficacy and knowledge related to vital signs assessment.
BACKGROUND
Simulation-based education provides nursing students with structured clinical experience in a safe, controlled environment. The quality and effectiveness of education are crucial to training competent professionals with theoretical knowledge and professional skills in pediatric nursing.
DESIGN
A pre-test and post-test, randomized controlled trial.
METHODS
The study was conducted in the nursing department of a university in northern Turkey during the 2023-2024 academic year. A total of 120 third-year nursing students were randomly assigned to either the experimental group (n = 60) or the control group (n = 60). Students in the experimental group received a two-day (16-hour) simulation-based pediatric nursing laboratory program, while the control group received a traditional laboratory education of equal duration.
RESULTS
No statistically significant between-group differences were observed in scale scores at baseline, post-intervention, or 2-month follow-up assessments. However, both groups demonstrated statistically significant improvements over time in several outcomes (p < 0.05), although these improvements were not consistently greater in the experimental group.
CONCLUSION
Simulation-based pediatric nursing laboratory education may be associated with improved clinical competence, self-efficacy and clinical comfort and reduced worry among nursing students; however, the findings should be interpreted cautiously given the limited between-group differences.
Merve Koyun, Hatice Uzşen, E. Buyuk· Nurse Education in Practice· 0 citations
This study underscores the significant role of SBE in preparing students for real-world clinical challenges and advocates for its broader adoption in nursing and midwifery curricula across Malawi to strengthen health-care education and service delivery.
M. Msiska, P. Mapulanga, A. Msosa et al.· Creative Nursing· 0 citations
Assessment of knowledge, attitudes, and perceptions of clinical medical students toward simulation-based learning at Ahmadu Bello University, Zaria, North-Western Nigeria indicates that most respondents possessed good knowledge of simulation-based learning and expressed positive attitudes and perceptions toward its use.
Jamilu Garba, Bilkisu Muazu Adam, A. Bello et al.· Nigerian Medical Journal· 0 citations
AIM
To compare the effectiveness of scenario-based simulation versus case-based teaching in improving geriatric nurses' multiple competencies for Advance Care Planning (ACP).
BACKGROUND
Geriatric nurses are pivotal in ACP but often lack adequate preparedness, necessitating training that addresses both knowledge and behavioral-attitudinal components. Simulation-based education offers a safe environment to develop such complex clinical skills.
DESIGN
A quasi-experimental, non-equivalent control group pretest-posttest design.
METHOD
Within a provincial geriatric nursing training program in China, 196 nurses were allocated by cohort: 80 to simulation teaching and 116 to case-based teaching. Outcomes were measured at baseline and post-intervention using validated instruments assessing ACP knowledge, communication skills, self-efficacy and practice preference. Analysis included 183 participants after attrition.
RESULTS
Groups were comparable at baseline. Both groups improved in ACP knowledge, with no significant between-group differences. However, the simulation group showed significantly greater gains in communication skills, self-efficacy and practice preference (all p < 0.05). Participants also rated the simulation experience highly (Simulation Effectiveness Tool Modified scores: 45.98/57).
CONCLUSION
Scenario-based simulation teaching is more effective than case-based teaching in enhancing communication skills, self-efficacy and practice preference for ACP in geriatric nursing, while being equally effective in improving ACP knowledge. Integrating simulation into ACP education is recommended. Future research should employ randomized designs and assess long-term outcomes.
Guizhou Zhu, Wen-Fei Zhou, Xin-Rui Li et al.· Nurse Education in Practice· 0 citations
Aim/Objective: To evaluate undergraduate nursing students’ perceptions of the educational design, debriefing quality, satisfaction, and self-confidence associated with a leadership-focused high-fidelity simulation scenario involving the management of a sharps-injury event. Background: High-fidelity simulation provides structured opportunities for undergraduate nursing students to support learning of communication, prioritization, decision-making, teamwork, and leadership-related behaviors. Design: Single-group educational intervention study using post-intervention learner-reported outcomes. Methods: Fourth-year undergraduate nursing students from a public university in Brazil participated in a 15-min leadership-focused high-fidelity simulation involving the management of a sharps-injury event. After the simulation, participants completed validated instruments assessing simulation design, satisfaction and self-confidence in learning, educational practices, and debriefing. Descriptive statistics and exploratory Pearson correlation analyses were performed using complete data from all participants. Results: Fifty-six students participated in the simulation. Overall, participants reported favorable perceptions of the simulation design, satisfaction with learning, self-confidence, educational practices, and debriefing. Exploratory analyses showed positive correlations between satisfaction and active learning, high expectations, and debriefing quality, as well as between self-confidence and active learning, debriefing, and high expectations. Conclusions: Undergraduate nursing students perceived the leadership-focused high-fidelity simulation scenario as realistic, reflective, and educationally valuable. The scenario may represent a useful pedagogical strategy for introducing leadership-related behaviors in undergraduate nursing education. However, because the findings were based on self-reported perceptions collected after a single simulation activity, they should not be interpreted as evidence of objective leadership-related behaviors or transfer of learning to clinical practice.
C. Rached, Ana Luiza Oliveira Sinzato, Thacyane Samara Dos Santos et al.· Nursing Reports· 0 citations
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