Jul 2026· International Journal of Drug Delivery Technology· Vol 16· 0 citations· 31 references
TL;DR
Simulation-based practice education is an effective educational method for enhancing study crafting, major satisfaction, and clinical reasoning competence in nursing students and it is recommended that this approach be expanded within the nursing curriculum.
Abstract
This pre-experimental study was conducted to examine the effects of simulation-based practice
education on Study crafting, major satisfaction, and clinical reasoning competence among nursing students, and
to identify the relationships between these variables and the factors influencing clinical reasoning competence.
Data were collected from nursing students enrolled in a simulation practice course at a university located in a
specific region and analyzed using SPSS/WIN 26.0. Differences before and after the simulation education were
analyzed using paired t-tests. The correlations between variables were analyzed using Pearson correlation
coefficients, and the factors influencing clinical reasoning competence were identified through Multiple Linear
Regression analysis. Following the simulation education, study crafting, major satisfaction, and clinical reasoning
competence showed significant improvement, and a significantly high positive correlation was found among the
three variables. study crafting and major satisfaction were identified as significant factors influencing clinical
reasoning competence, with an explanatory power of 77.8%. In conclusion, simulation-based practice education
is an effective educational method for enhancing study crafting, major satisfaction, and clinical reasoning
competence in nursing students. Therefore, it is recommended that this approach be expanded within the nursing
curriculum.
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.
Tolentino King Nolan C, Ibañez Ellyza Marie D, Lumbang Freya Mhae L et al.· International Journal of Adv...· 0 citations
There is a highly significant relationship between respondents’ level of simulation-based learning performance and their level of confidence as well as between peer collaboration and level of confidence across various constructs.
Mary Darline Denosca, Judy Jane S. Revelo· International journal of res...· 0 citations
Faculty shortages have become a significant concern in nursing education, potentially affecting the quality of instruction and students’ learning experiences. This study aimed to assess the quality of nursing education among students in a selected institution in Iloilo City in relation to faculty shortages and to determine whether demographic variables influence students’ perceptions. A descriptive-correlational research design was employed. A total of 60 nursing students from Level II to Level IV were selected through purposive sampling. Data were gathered using a validated researcher-made questionnaire consisting of demographic profile and perception indicators, and were analyzed using frequency, percentage, weighted mean, and Pearson correlation. Findings revealed that faculty shortages have a high impact on nursing education, particularly in clinical exposure, academic guidance, instructional quality, and learning environment. Students reported limited supervision, reduced mentoring, and decreased access to faculty support. Despite these challenges, results showed no significant relationship between demographic variables and students’ perceptions, indicating that the effects of faculty shortages are experienced consistently across different groups. The study concludes that faculty shortages significantly affect the overall quality of nursing education. These findings highlight the need for institutional interventions such as faculty recruitment, improved workload management, and enhanced academic support systems to ensure effective teaching and learning outcomes.
Andrew Lipardo, J. J. Dela Merced· International Journal of Nur...· 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
It is recommended that nursing programs strengthen simulation-based learning, improve blended learning strategies, and integrate more real-life clinical scenarios to further enhance students’ readiness for professional nursing practice and ensure continuous improvement in nursing.
Reginald Dancel De la Cruz, RN· International Journal of Nur...· 0 citations
Clinical education is a fundamental component of medical training. This study examines the experiences of clinical students across various health professions to provide valuable insights for educational planners involved in designing effective and socially relevant clinical training curricula.
This descriptive-analytical study employed a stratified random sampling method to select clinical students from the disciplines of nursing, midwifery, operating room technology, and pre-hospital emergency medicine at educational institutions in Shoushtar. Data were gathered using a standardized questionnaire designed to evaluate factors affecting the quality of clinical education. The data were analyzed using Pearson correlation, Chi-square tests, independent t-tests, and analysis of variance (ANOVA).
A total of 190 students participated in the study, including 60 males and 130 females, with ages ranging from 18 to 39 years. Participants were enrolled in nursing (
n
= 105), operating room technology (
n
= 30), midwifery (
n
= 40), and emergency medicine (
n
= 15) programs. Male students reported significantly lower scores in areas related to student–teacher interactions, the learning environment, and evaluation criteria. Notably, overall clinical education scores demonstrated a decreasing trend with increasing age. Emergency medicine students achieved the highest scores, while those in nursing and operating room programs recorded the lowest.
The mean scores related to educational objectives, instructor quality, student–teacher interactions, and the learning environment were lower among male students, older participants, and those enrolled in nursing and operating room programs. These findings highlight the need for targeted educational interventions to improve clinical training objectives, enhance the involvement of qualified instructors, and foster more supportive learning environments.
Zahra Mehri, A. Jahangirimehr, Mohammad Nikzadian et al.· Journal of Education and Hea...· 0 citations
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