Simulation as an educational tool in acute nursing care: A controlled intervention study.

Abstract

Simulations have become a common educational tool among nursing students; however, the impact of clinical simulations as tested using an experimental design is not yet well established. In a controlled intervention study, nursing students received either traditional classroom lessons (C) or traditional classroom lessons combined with simulation-based lessons at the hospital (I). The primary outcome variable was the basic knowledge of acute nursing measured by a multiple-choice questionnaire. Secondary outcome variables were grade point average, the students' perception of the learning process, and self-efficacy. Seventy-four students participated in the study; C:n = 36 and I:n = 38. Regarding basic knowledge, there was no significant difference between the groups (I:11.8 ± 0.4, C:12.1 ± 0.4, p = 0.54). The I-group had a more positive perception of the learning process (Δ:6.0 ± 1.1,p < 0.002) and rated their self-efficacy higher (Δ:8.5 ± 2.3,p < 0.002). The students reported higher levels of self-efficacy, when combining the traditional lessons and simulation-based lessons. When combining the two approaches, their fundamental knowledge is not improved.