Bdiri Gabbouj Saoussen, Zedini Chekib, Naija Walid
LR12ES03, Doctoral Commission «Health Sciences ». Faculty of medicine of Sousse, University of Sousse, Sousse, Tunisia.
Department of Community Health, Faculty of Medicine Ibn El Jazzar, Quality of Care and Management of Maternal Health Services, Laboratory of Research LR12ES03, Sousse, Tunisia.
Adv Med Educ Pract. 2024 Nov 13;15:1093-1102. doi: 10.2147/AMEP.S477309. eCollection 2024.
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 ( = 0.468, = 0.000) and it was the factor most correlated with students' self-confidence levels ( = 0.477, = 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 ( = 0.858, = 0.000) and student self-confidence levels ( = 0.738, = 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.
临床模拟是健康培训项目中一种新近且目前使用最为广泛的教育方法。其在护理教育中的教育用途已在全球逐渐普及。本研究的目的是评估学生对基于模拟的学习的满意度和自信心，并确定模拟设计特征及教育实践与这些结果之间的关联。
本研究采用相关性横断面研究设计。通过便利抽样选取了110名护理专业学生。基于一份包含三种工具的问卷收集数据：模拟设计量表、模拟教育实践量表以及学生学习满意度和自信心量表。使用SPSS 26.0软件对数据进行分析。通过计算皮尔逊相关系数来描述和检验不同变量之间的关系。
护理专业学生对基于模拟的学习活动大多感到满意且有自信心，满意度得分均值(M = 21/25)，自信心得分均值(M = 33.8/40)。对于模拟设计特征，只有“支持”与学生满意度相关（(r = 0.468)，(p = 0.000)），并且它是与学生自信心水平相关性最高的因素（(r = 0.477)，(p = 0.000)）。此外，所有教育实践与学生学习满意度/自信心之间均存在显著相关性，(p < 0.01)。“多样化学习方式”是与学生满意度（(r = 0.858)，(p = 0.000)）和学生自信心水平（(r = 0.738)，(p = 0.000)）相关性最高的因素。
当前研究结果表明，要开发成功的模拟体验并提高学生满意度和自信心，需要考虑模拟设计要素以及所有教育实践的特点。
