Effectiveness of Simulation-based learning on Self-Confidence, Satisfaction and Knowledge Acquisition Among Undergraduate Nursing Students
TL;DR
It was found that there was a significant correlation between self-confidence and student satisfaction, and intensive, role-based simulation is a powerful catalyst for bridging the theory-practice gap in stroke care.
Abstract
Stroke remains a leading cause of global mortality, necessitating rapid clinical response. While Simulation-Based Education (SBE) is recognized for improving door-to-needle time, its impact on nursing students requires further investigation in the Indian context. This study aimed to determine the effectiveness of simulation-based learning on self-confidence, satisfaction and knowledge acquisition among undergraduate nursing students. The study also explored the relationship between self-confidence, satisfaction and knowledge among undergraduate nursing students. A quantitative, one group pretest post-test design was employed at Chirayu Simulation centre in Bhopal. Using enumerative sampling, 53 nursing interns participated. Data were collected using NLN student satisfaction and self-confidence scale and a validated knowledge questionnaire. The participants were divided into six groups; each group was administered with pretest followed with simulation involving standardized patient and post-test using the same tool. The mean scores showed a marked improvement in knowledge (34.81 ± 4.21) compared to pretest (12.98 ± 2.32). Likewise, student satisfaction rose sharply following the intervention (78.21 ± 6.31) compared to pre-test (33.15 ± 4.42). Pertaining to correlation, it was found that there was a significant correlation between self-confidence and student satisfaction (p = 0.042). Intensive, role-based simulation is a powerful catalyst for bridging the theory-practice gap in stroke care. The study advocates the necessity of evolving nursing curricula beyond technical skills to systematically integrate psychosocial elements of emergency care