Immersive clinical learning using simulation and its impact on academic performance, satisfaction, self-confidence, and anxiety among pediatric nursing students - Summary - MDSpire
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Immersive clinical learning using simulation and its impact on academic performance, satisfaction, self-confidence, and anxiety among pediatric nursing students
To examine the association between simulation-integrated clinical learning and academic performance, satisfaction, self-confidence, and anxiety among undergraduate pediatric nursing students, with a specific focus on comparing these outcomes to traditional hospital-based training.
Key Findings:
No significant differences in GPA (p = 0.066), pediatric theory scores (p = 0.053), or anxiety scores (p = 0.322) between groups.
Strong correlation between satisfaction and self-confidence (r = 0.674, p < 0.001).
Higher theory exam scores predicted lower anxiety (β = −0.186, p = 0.008).
Students with higher GPAs were more likely to be allocated to simulation-integrated training (OR = 2.918, p = 0.047).
Interpretation:
Simulation-integrated clinical learning produced academic and psychological outcomes similar to traditional training, but potential selection bias due to GPA-related group allocation warrants cautious interpretation. The findings suggest a need for careful consideration in the implementation of simulation-based education.
Limitations:
Non-randomized design may introduce selection bias.
Small effect sizes and imprecise confidence intervals around group differences.
The small sample size may limit the generalizability of the findings.
Conclusion:
Further randomized or longitudinal studies are needed to establish causal relationships and evaluate the long-term impact of simulation-based clinical education, highlighting the importance of these findings for improving nursing education.
Guidance addresses office readiness, recommended equipment and medications, and team communication processes for infrequent but high-acuity emergencies.
