College of Nursing, King Saud bin Abdulaziz University for Health Sciences, Riyadh 11481, Saudi Arabia.
King Abdullah International Medical Research Center (KAIMRC), Riyadh 14611, Saudi Arabia.
Int J Environ Res Public Health. 2022 Feb 15;19(4):2180. doi: 10.3390/ijerph19042180.
Simulation-based learning (SBL) in nursing education is an innovative pedagogical approach that has significantly improved nursing education. Adopting SBL provides a controlled environment for meeting educational objectives without the risk of harm to real patients. Given that social distancing is required during the coronavirus disease (COVID-19) pandemic, SBL is a suitable alternative to clinical training for nursing students to learn and acquire the required clinical competencies. The study aimed to describe the effectiveness of SBL as a complete substitute for clinical experience from the perspective of students. This cross-sectional descriptive survey investigated students' perceptions regarding the description of the effectiveness of SBL in four nursing colleges at four different universities across the Kingdom of Saudi Arabia.
Four nursing colleges at four different universities across the Kingdom of Saudi Arabia. Participants included nursing students who attended simulation sessions. Data were collected by distributing a self-administrated online questionnaire, the Modified Simulation Effectiveness Tool (SET-M), which is a 19-item.
Approximately two-thirds of the participants were in their third (30.4%) and fourth (44.5%) academic year. The highest student presentation was for Site 1 (39.5%) and Site 2 (32.5%). Significant differences existed in all domains according to sex and university ( ≤ 0.001). There was a significant difference in relation to the level of agreement for pre-briefing, scenario, and debriefing domains (<0.001).
SBL is a valuable teaching strategy that enhances nursing students' self-awareness, self-confidence, clinical performance, and efficiency in performing procedures with considerable gender variation. Female students had more positive perceptions toward simulation effectiveness.
模拟教学（SBL）在护理教育中是一种创新的教学方法，极大地提高了护理教育水平。采用 SBL 为实现教育目标提供了一个控制环境，而不会对真实患者造成伤害。鉴于在冠状病毒病（COVID-19）大流行期间需要保持社交距离，因此对于护理学生而言，SBL 是临床培训的合适替代方法，使他们可以学习和获得所需的临床能力。本研究旨在从学生的角度描述 SBL 作为临床经验完全替代的有效性。这项横断面描述性调查研究了学生对沙特阿拉伯四个不同大学的四个护理学院中 SBL 描述性有效性的看法。
沙特阿拉伯四个不同大学的四个护理学院。参与者包括参加模拟课程的护理学生。通过分发自我管理的在线问卷来收集数据，该问卷是一个包含 19 个项目的修改后的模拟效果工具（SET-M）。
大约三分之二的参与者处于第三（30.4%）和第四（44.5%）学年。学生表现最高的是地点 1（39.5%）和地点 2（32.5%）。根据性别和大学，所有领域都存在显著差异（≤0.001）。在预简报、情景和讨论领域，性别之间存在显著差异（<0.001）。
SBL 是一种有价值的教学策略，可提高护理学生的自我意识、自信、临床表现和程序执行效率，且具有相当大的性别差异。女学生对模拟效果的看法更为积极。
