Abstract
BackgroundSimulation education, based on experiential learning, helps nursing students develop coping strategies through reflective problem-solving in a safe environment. This enhances their ability to respond to similar new experiences and improves their caring abilities. Most nursing schools use simulation education, although the applications vary. This study identified a more effective simulation teaching method for nursing students by comparing the effects between two groups: one that performs one role per scenario and another that rotates through multiple roles per scenario. MethodsUsing a randomized control group pre-post design, we equally divided 62 students aged ≥19 years enrolled at a university in Changwon city, South Korea into a single-scenario role rotation group (SRRG) and a multiscenario role fixation group (MRFG). Data were analyzed by performing χ2 tests, independent t-tests, and paired t-tests. ResultsLearning confidence and critical thinking significantly changed in the SRRG; clinical competency significantly changed in the MRFG. ConclusionsExposure to multiple scenario simulations improves clinical competency. Changing roles in a single scenario boost learning confidence and critical thinking disposition.
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