Akademik Veri Yönetim Sistemi
BMC NURSING, cilt.24, sa.1, 2025 (SCI-Expanded, SSCI, Scopus)
Background The increasing complexity of healthcare highlights the need for experiential, evidence-based learning in nursing education. Simulation-based training offers a safe space to practice clinical skills and prepare for real-world scenarios. The present study aims to evaluate the effect of simulation-based laboratory training on undergraduate nursing students' clinical skills, satisfaction, and self-confidence compared to those who did not receive such training. Methods This prospective, parallel-group, non-randomized controlled trial was conducted with 180 undergraduate nursing students in their in their 2nd, 3rd, and 4th academic years. Participants were selected using a stratified sampling method, with 90 students assigned to the intervention group and 90 to the control group. The control group received standard theoretical instruction, whereas the intervention group underwent additional training in a well-equipped simulation education laboratory. The training focused on five core nursing skills: colostomy care, insulin pen administration, nasogastric tube insertion, postpartum hemorrhage assessment, and mental status examination. Each student practiced the procedures until independent, accurate performance, and assessments were conducted at baseline, one week, and one month post-intervention. Data were collected using demographic characteristics form, skill checklists, and student satisfaction and self-confidence in learning questionnaire. Statistical analyses were performed using R software, and the Mann-Whitney U test was used to compare groups. Results Pre-intervention skill scores were comparable between groups (p > 0.05). The intervention group showed significantly higher clinical skill scores at one week and one month (p < 0.001). Satisfaction (p = 0.560) and self-confidence (p = 0.296) did not differ significantly between groups. Conclusion Simulation-based training enhances clinical skill acquisition and retention in nursing students. However, it does not significantly impact satisfaction or self-confidence, indicating a need for additional strategies to support holistic learning.