Abstract
BackgroundSimulation-based education is a valuable learning approach for nursing students, yet there is limited focus or reports on graduate entry master's programs. This study explores the effect of simulation on graduate entry master's students' confidence to provide safe patient care. MethodsThis study includes a longitudinal, single-site, cohort design that uses the Health Professional Education in Patient Safety Survey to measure nursing students’ (n = 32) confidence before and after simulation and after clinical practice. ResultsOverall confidence increased after simulation but was not always sustained after clinical practice. ConclusionsSimulation-based education can build students’ patient safety confidence; however, the dynamic nature of the clinical setting challenges student confidence.
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