The effect of simulator-assisted application on anxiety, satisfaction, and self-confidence level of students taking internal medicine nursing course: a randomized controlled and experimental trial

Background: The aim of this study is to determine the effect of escape room simulation intervention on the knowledge, anxiety, and satisfaction levels of students in emergency nursing education. Methods: This randomized controlled study was conducted with 40 students studying at the nursing faculty of a university in Istanbul. The students in the intervention group (n = 20) were given an escape room simulation intervention related to emergency nursing education. The students in the control group (n = 20) were not given any intervention other than the traditional education method. Data were collected using the Knowledge Test, State Anxiety Scale, and Visual Analog Scale for satisfaction. Results: The knowledge level of the students in the intervention group measured immediately after the education (P = 0.003), 1 week after the education (P < 0.001), and 1 month after the education (P < 0.001) was found to be significantly higher than that of the control group. While no significant difference was found in anxiety levels before and after the education between the groups, a significant difference was found in anxiety levels before and after the training in the intervention group (P < 0.001). The satisfaction level measured immediately after the education was found to be significantly higher in the intervention group than in the control group (P < 0.001). Conclusion: This study show that escape room simulation increased emergency nursing knowledge and satisfaction and reduced anxiety levels of the students. It is recommended that escape room simulation intervention be used in more studies in nursing education. The study was registered on ClinicalTrials.gov.tr with the number NCT06619119.

Simulation is often used in midwifery education because it enables students to practice clinical skills in a safe environment where mistakes can occur without the risk of person harm. This study was performed to measure the effect of a high-fidelity simulation environment and facilitator providing support through a panel on midwifery students' skills, satisfaction with learning, anxiety, and self-efficacy in performing neonatal heel prick blood collection. The study is quasi-experimental desıgn. The study sample consisted of 92 students in total, with n = 46 in the control group and n = 46 in the experimental group (N = 92). The control group was instructed and evaluated on neonatal heel prick blood collection skills using a structured scenario in a simulation laboratory, with face to face facilitator support and without the use of a control panel. The experimental group underwent the same instructional and testing procedures using the same simulation scenario in a high-fidelity simulation environment, where facilitator support was provided remotely via a control panel. The study revealed that students' neonatal heel prick blood collection skills were similar and were not affected by the high-fidelity simulation environment. The mean scores for the State-Trait Anxiety Inventory (STAI) and the Student Satisfaction and Confidence in Learning Scale (SCLS) were significantly higher in the high-fidelity simulation environment (p < 0.05). No statistically significant difference was found in the Self-Efficacy-Sufficiency Scale (SESS) scores between students in the experimental and control groups (p > 0.05). This study found that students' heel prick skills and self-efficacy were similar regardless of the fidelity level of the simulation laboratories and the role of the facilitator. In cases where the high-fidelity simulation environment and the facilitator provided support through a panel, students' anxiety and satisfaction levels were higher.

Clinical simulation is a recent and now most used educational approach in health training programs. Its use for educational purposes in nursing education has gradually become widespread throughout the world. The aim of this study was to assess students' satisfaction and self-confidence with simulation-based learning and to identify the association of simulation design characteristics and educational practices with those outcomes. This study utilized a correlational cross-sectional research design. Using a convenience sample, 110 nursing students were selected. Data were collected based on a questionnaire involving three instruments: the Simulation Design Scale, Educational Practices in Simulation Scale, and Student Satisfaction and Self-Confidence in Learning Scale. Data were analysed using SPSS software, version 26.0. Pearson's correlation coefficients was determined to describe and test the relationships between the different variables. Nursing students were mostly satisfied with their simulation-based learning activity and felt self-confident: M=21/25 and M=33.8/40, respectively. For simulation design characteristics, only "Support"was correlated with student satisfaction (r = 0.468, p = 0.000)and it was the factor most correlated with students' self-confidence levels (r = 0.477, p = 0.000). Furthermore, there were significant correlations between all educational practices and student satisfaction/self-confidence in learning, at a level of p < 0.01. "Diverse ways of learning" was the factor most correlated with student satisfaction (r = 0.858, p = 0.000) and student self-confidence levels (r = 0.738, p = 0.000). The current study's findings show that consideration of simulation design elements and the features of all educational practices is necessary for the development of a successful simulation experience and the improvement of student satisfaction and self-confidence.

Background: Simulation-based learning (SBL) is increasingly used in medical education to prepare students for clinical practice. This study aimed to evaluate the satisfaction and self-confidence of final-year medical students after attending SBL in critical care medicine.Methods: A cross-sectional study was conducted among 117 final-year medical students at Jazan University, Saudi Arabia. Participants attended SBL sessions focusing on critical care skills and scenarios. Data were collected using a self-administered questionnaire, which included demographic information and the Student Satisfaction and Self-Confidence in Learning Scale. Statistical analyses included descriptive and inferential statistics.Results: The study population comprised 61.54% females and 38.46% males, with a majority aged 24 years. Students who rated their overall learning experience as “Good” showed significantly higher satisfaction (4.20 ± 0.77) and self-confidence (4.20 ± 0.69) scores. The overall mean scores for satisfaction and self-confidence were 3.71 ± 0.88 and 3.70 ± 0.87, respectively. A strong positive correlation (p < 0.001) was found between satisfaction and self-confidence levels. The highest satisfaction and self-confidence scores were associated with the variety of learning materials and the instructors' helpfulness.Conclusion: The SBL intervention was effective in enhancing student satisfaction and self-confidence in critical care medicine. The strong correlation between satisfaction and self-confidence highlights the importance of well-designed SBL programs in preparing medical students for clinical practice in critical care settings.

Comparison of standardized patient and medium-fidelity simulation practices on nursing students' knowledge, staging, and satisfaction regarding pressure injuries: A randomized controlled trial.

BackgroundClinical simulation bridges the gap between theory and practice in nursing education. However, the optimal design specifically, direct observation or faculty presence, remains unsettled. This study compares the short-term effects of faculty presence during clinical-simulation re-demonstrations on student anxiety, self-confidence, and satisfaction, with the goal of informing more effective, student-centered simulation strategies.MethodsA pretest–posttest quasi-experimental design was implemented between January and April 2024 at a university in Saudi Arabia. A convenience sample of 138 senior Bachelor of Nursing students was divided into a control group (faculty member present in the simulation lab) and an intervention group (faculty members observing and evaluating students through a one-way mirror from the control room). Group allocation followed pre-existing class arrangements, and randomization was not performed. Data were collected using validated instruments: the State-Trait Anxiety Inventory (STAI, Forms Y-1/Y-2), the Student Satisfaction and Self-Confidence in Learning Scale (SCLS), and a demographic questionnaire.ResultsPosttest results indicated that the intervention group demonstrated significantly lower state anxiety (M = 60.9) compared with the control group (M = 78.09; effect size r ≈ −0.22). The intervention group also reported higher self-confidence (M = 73.57) than the control group (M = 65.43; effect size r ≈ −0.07). Conversely, satisfaction scores were higher in the control group (M = 72.25) than in the intervention group (M = 66.75; effect size r ≈ −0.10). Among participants in the intervention group, female students exhibited significantly higher anxiety and lower satisfaction and self-confidence than male students (p < 0.05).ConclusionThe intervention enhanced students’ self-confidence and revealed gender-related differences in simulation learning. These findings underscore the need for tailored simulation strategies that address specific learning needs. Differentiated feedback and structured debriefings may strengthen confidence and reduce anxiety. Future research should explore faculty presence versus absence using larger samples and mixed-method designs to identify conditions optimizing learning and student affect.

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The European Higher Education Area (EHEA) recommends the use of new educational methodologies and the evaluation of student satisfaction. Different instruments have been developed in Spain to evaluate different aspects such as clinical decisions and teamwork, however no instruments have been found that specifically evaluate student self-confidence and satisfaction during clinical simulation. The aim was to translate the Student Satisfaction and Self-Confidence in Learning Scale (SCLS) questionnaire into Spanish and analyse its reliability and validity and understand the level of satisfaction and self-confidence of nursing students with respect to learning in clinical simulations. The study was carried out in two phases: (1) adaptation of the questionnaire into Spanish. (2) Cross-sectional study in a sample of 489 nursing students. The reliability and exploratory and confirmatory factorial analyses were performed. To analyse the relationship of the scale scores with the socio-demographic variables, the Fisher Student T-test or the ANOVA was used. The scale demonstrated high internal consistency reliability for the total scale and each of its dimensions. Cronbach’s alpha was 0.88 (0.83 to 0.81) for each of the dimensions. The exploratory and confirmatory factor analysis showed that both the one-dimensional and two-dimensional models were acceptable. The results showed average scores above 4 for both dimensions. The SCLS-Spanish translation demonstrated evidence of its validity and reliability for use to understand the level of satisfaction and self-confidence of nursing students in clinical simulation. Clinical simulations help students to increase their levels of confidence and satisfaction, enabling them to face real scenarios in clinical practice.

Virtual reality and standardized patient simulation programs in chemotherapy education for breast cancer: A comparative analysis of nursing students' knowledge, cognitive load, satisfaction and confidence.

The effect of neonatal resuscitation training based on a serious game simulation method on nursing students' knowledge, skills, satisfaction and self-confidence levels: A randomized controlled trial

To evaluate the effect of screen-based simulation education on self-efficacy, student satisfaction, and self-confidence in learning related to pediatric drug administration among nursing students. A randomized controlled design was used, involving an intervention group and a control group, to reach the target population of 206 nursing students. The study was registered at ClinicalTrials.gov (NCT06548659). Data were collected using the Sociodemographic Characteristics Form, the Student Satisfaction and Self Confidence in Learning Scale, and the Medication Administration Self Efficacy Scale in Children for Nursing Students. In the intervention group, a statistically significant improvement was observed between pre-test and post-test scores. Post-test comparisons between the intervention and control groups revealed a significant increase in self-efficacy scores in the intervention group. Additionally, the intervention group demonstrated significantly higher post-test scores in student satisfaction and self-confidence in learning. Screen-based simulation education had a positive effect on nursing students' self-efficacy in pediatric drug administration, as well as on satisfaction and confidence in the learning process.

AIMS: To compare the satisfaction and self-confidence of nursing students in simulated clinical activities with and without the presence of odors.METHODS: A randomized clinical trial enrolled undergraduate nursing students 18 years of age or older randomly allocated to Intervention Group (participation in simulated scenarios with odors) or Control Group (participation in simulated scenarios with the same themes, but without odors). The odors were obtained with fermented foods. Students who already had professional practice in nursing were excluded. Data were collected using an Instrument for Characterization and Perception of Subjects, the Satisfaction with Simulated Clinical Experiences Scale and the Student Satisfaction and Self-confidence in Learning Scale. For analysis of the data, we performed an exploratory statistic, with frequency, percentage, and Cronbach Alpha reliability test for the scales, and after sample analysis by the Kolmogorov-Smirnov test, Student's t-test was used to compare means.RESULTS: A total of 100 nursing students, 55 of the intervention group (scenario with presence of odors) and 45 of the control group (scenario without odors) participated in the study. High Cronbach's alpha values were found for both the Satisfaction with Simulated Clinical Experiences Scale (0.862) and the Student Satisfaction and Self-confidence in Learning Scale (0.842) and high scores for satisfaction and self-confidence in learning in both groups. In the comparison of means there were no significant differences between the values attributed to satisfaction and self-confidence, in the intervention group and in the control group.CONCLUSIONS: There were high scores attributed to satisfaction and self-confidence among the participants, however, when compared, in this sample, there was no difference in satisfaction and self-confidence between groups that used simulated scenarios with and without the presence of unpleasant odors. However, the use of odors in the scenarios was highlighted by the participants as stimulating elements to the use of personal protection equipment and also to stimulating the learning of nonverbal communication.

This study aims to determine the influence of the Learning Management System (LMS) on students' motivation and satisfaction levels. The research method used is quantitative with an associative approach. The study involves 60 students as subjects. The research technique employs simple random sampling with data collection conducted through questionnaires. Data analysis is performed using SPSS version 16. The results of the study indicate a positive and significant influence of LMS on students' learning motivation. Based on the significance test, the calculated t-value (4.382) &gt; t-table (1.67155) for Y1 (learning motivation), which means Ho1 is rejected and Ha1 is accepted. The study also shows a positive and significant influence of LMS on students' satisfaction levels, with a calculated t-value (5.406) &gt; t-table (1.67155), which means Ho1 is rejected and Ha1 is accepted. The conclusion of this study is that learning using LMS has a significant impact on students' motivation and satisfaction levels.

Effect of using gamification and augmented reality in mechanical ventilation unit of critical care nursing on nurse students' knowledge, motivation, and self-efficacy: A randomized controlled trial

The purpose of the study was to investigate the impact of restricting mobile phone use with time on the anxiety levels of undergraduate students having moderate nomophobia. The study also aimed to find whether cognitive and sensory distractions within the environment could delay anxious thoughts and subsequent rise in anxiety levels. Current research was based on a quasi-experimental design with non-equivalent control group, i.e., the participants were not randomly assigned to groups. The participants were 64 undergraduate students taken from a university located in Islamabad. The State trait anxiety inventory (STAI) and Nomophobia questionnaire (NMPQ) were used. The study was carried out between August to December 2017.The data collected was analysed using general linear model to see the significant effect of time and treatment on the state anxiety levels at different time intervals. The findings from multivariate analysis revealed that the state anxiety increased significantly with time in participants having moderate nomophobia and who were not in contact with their mobile phones as hypothesized. However, cognitive and sensory distractions could only slightly delay the anxiety in fearful situations. There is a significant effect of time and nomophobia on anxiety level of students who are separated from their mobile phone within the usual cognitive and sensory distractions in academic setting.