The Effect of Simulation-Based Learning on Nursing Students' Clinical Performance and Reality Shock | ||||
| Tanta Scientific Nursing Journal | ||||
| Volume 35, Issue 4, November 2024 PDF (601.48 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/tsnj.2024.406188 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
Gamila Mohamed Sayed 1; Walaa Eid Zaki Ahmed2; Hussein Mohamed Magdi 3; Mohamed Mahmoud Seweid 4; Walaa Nady Sayed Kamel5
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| 1Faculty of Nursing, Beni-Suef University, Beni-Suef, Egypt. Orcid ID: 0000-0003-3828- 3352 | ||||
| 2Faculty of Nursing, Beni-Suef University, Beni-Suef, Egypt. | ||||
| 3North London Mental Health Partnership, London, United Kingdom. 0000-0001-9983-5195 | ||||
| 4Faculty of Nursing, Beni-Suef University, Beni-Suef, Egypt. Orcid ID: 0000-0002-8556-9639, Scopus ID: 57224173212 | ||||
| 5Faculty of Nursing, Beni-Suef University, Beni-Suef, Egypt | ||||
| Abstract | ||||
| Background: Simulation-based learning (SBL) is pivotal in bridging the gap between theoretical knowledge and clinical practice for nursing students. It fosters clinical competencies and helps mitigate reality shock. Aim: this study aimed to assess the effect of SBL on nursing students' clinical performance and reality shock. Subjects and Methods: This study was conducted using a quasi-experimental design at simulation lab, Faculty of Nursing, Beni-Seuf University and in the intensive care units of Beni-Seuf University Hospital. Data were gathered from a purposive sample of 115 novice critical care nursing students using three tools: a self-administered questionnaire, the Critical Simulation Scenarios Observational Checklist, and the Reality Shock Questionnaire. Results: Before the SBL intervention, most students demonstrated unsatisfactory clinical performance and experienced high levels of reality shock. After implementing the simulation scenarios, both clinical performance and reality shock significantly improved. Statistically significant differences were found between the pre- and post-implementation scores in total knowledge, practice, and reality shock. Conclusion and Recommendations: Implementing SBL positively impacts nursing students' clinical performance and effectively reduces reality shock. Integrating diverse teaching strategies, in conjunction with SBL, is highly recommended to augment students‘ engagement and enhance learning outcomes. | ||||
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