Changes in Active Class Attitudes Towards Learning and in Discussion Skills of Nursing University Students Engaged in Simulation-Based Education

Abstract

ObjectivesThis study aims to identify changes in active learning attitudes and discussion skills of nursing university students engaged in simulation-based education. MethodsSimulation-based education (intervention) was provided for 34 nursing students of University A. Using the Active Class Attitude (ACA) scale and a Discussion Skill scale, questionnaire surveys were administered for analysis. ResultsThere were statistically significant differences in the ACA scores before and after the simulation-based intervention, and before and three weeks after the intervention. For the discussion skills, scores of ‘Active involvement and self-assertion’ and ‘Creation of congenial environment’ became significantly higher after the intervention, and the score of ‘Creation of congenial environment’ became significantly higher also at three weeks after the intervention. ConclusionSimulation-based intervention improved active class attitudes, contributing to improvements in discussion skills. Setting the timing and learning content of simulation-based education leads to a sustainable, highly active class attitude among students. It is suggested that a long-term commitment to simulation-based education from the early grades may enhance student discussion skills.