Abstract
Background: Simulation is a crucial component in the training of healthcare professionals, offering a safe environment for practical learning without posing risks to patients. Aim: This study aims to evaluate the effect of simulation with a standardized patient on the acquisition and retention of knowledge, as well as on the self-efficacy of nursing students. Methods: A quasi-experimental study with a pre-test and post-test design was conducted with 120 nursing students, who were randomly assigned to two groups. The experimental group (60) received training through simulation with a standardized patient, supplemented by a lecture-based course. The control group (60) received only the same lecture-based course. A pre-test was conducted to assess students’ baseline knowledge and self-efficacy before any intervention. Student performance was then assessed with a post-test immediately after the training to measure knowledge acquisition and self-efficacy and a post-test three months after the intervention to measure long-term knowledge retention. Results: The results showed a statistically significant difference in mean scores between the intervention and control groups in terms of knowledge acquisition (14.92 vs. 13.32; p < 0.001; d = 0.99), self-efficacy (33.02 vs. 31.05; p < 0.001; d = 1.03) and knowledge retention three months after training (12.4 vs. 10.6; p < 0.001; d = 0.94). Conclusions: The results of this study confirmed the effectiveness of simulation in knowledge acquisition and retention, as well as in the self-efficacy of nursing students. These findings support the integration of this method into training programs to strengthen the skills of future healthcare professionals.
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