Hebel Kazimiera, Steliga Aleksandra, Lewandowska Katarzyna, Majkowicz Mikolaj, Goral-Kubasik Aleksandra, Buzanowska Monika, Lammek Mateusz, Sykes Andrew, Puslecki Mateusz, Kowianski Przemyslaw
Institute of Health Sciences, Pomeranian University of Slupsk, 64 Bohaterow Westerplatte St., 76-200 Slupsk, Poland.
Department of Anesthesiology and Intensive Care Nursing, Medical University of Gdansk, 7 Debinki Street, 80-211 Gdansk, Poland.
Nurs Rep. 2025 Aug 21;15(8):307. doi: 10.3390/nursrep15080307.
: Simulation-based education (SBE) is a key component of nursing training. It enables students to apply theoretical knowledge in practice, expand their clinical understanding, develop critical thinking, improve communication skills, and build self-confidence. Increasing the number of simulation hours in nursing curricula may enhance students' ability to manage stress in clinical settings. : This was a cross-sectional comparative study involving 113 nursing students during a practical exam. Participants graduated in three consecutive years: 2020, 2021, and 2022. SBE was introduced into the curriculum in 2020, resulting in varying levels of simulation experience. Stress and anxiety markers were measured during the exam and compared across groups. : Greater simulation experience was associated with lower heart rate ( = 0.007), lower diastolic blood pressure ( < 0.001), and lower cortisol levels ( < 0.001). Students with two years of simulation training reported the lowest perceived stress ( = 0.031). However, anxiety levels remained high across all groups and did not differ significantly. : The study showed that OSCEs are associated with elevated stress in nursing students. Students with greater exposure to simulation-based education had significantly lower stress and anxiety indicators. SBE appears to reduce stress and improve students' preparedness for clinical assessments.
基于模拟的教育（SBE）是护理培训的关键组成部分。它使学生能够将理论知识应用于实践，拓展临床理解，培养批判性思维，提高沟通技巧，并建立自信心。增加护理课程中的模拟时长可能会增强学生在临床环境中应对压力的能力。
这是一项横断面比较研究，在一次实践考试期间涉及113名护理专业学生。参与者为连续三年毕业的学生：2020年、2021年和2022年。SBE于2020年被引入课程，导致学生的模拟经验水平各不相同。在考试期间测量压力和焦虑指标，并在各小组间进行比较。
更多的模拟经验与较低的心率（P = 0.007）、较低的舒张压（P < 0.001）和较低的皮质醇水平（P < 0.001）相关。接受两年模拟培训的学生报告的感知压力最低（P = 0.031）。然而，所有组的焦虑水平都仍然很高，且无显著差异。
该研究表明，客观结构化临床考试（OSCEs）与护理专业学生的压力升高有关。更多接触基于模拟教育的学生的压力和焦虑指标显著更低。SBE似乎能减轻压力并提高学生对临床评估的准备程度。
