Pediatric Nursing Students' Competency Level to Care of Children with Congenital Heart Disease: Traditional versus Simulation-Based Training | ||
| Assiut Scientific Nursing Journal | ||
| Article 3, Volume 13, Issue 52, July 2025, Pages 22-39 PDF (1.31 M) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/asnj.2025.374559.2052 | ||
| Authors | ||
| Samar Mahmoud Mohamed El-Hadary1; Amna Nagaty Aboelmagd2; Hend Wageh Abozed* 3 | ||
| 1Lecturer of Pediatric Nursing, Faculty of Nursing, Cairo University, Egypt. | ||
| 2Assistant Professor of Pediatric Nursing, Faculty of Nursing, Minia University, Egypt. | ||
| 3Lecturer of Pediatric Nursing, Faculty of Nursing, Mansoura University, Egypt. | ||
| Abstract | ||
| Background: Caring for children with congenital heart disease demands specialized knowledge and clinical competence, highlighting the need for effective pediatric nursing education. Aim: This study aimed to evaluate the effect of traditional versus simulation-based training on pediatric nursing students' competency level in caring for children with congenital heart disease. Method: Using a randomized controlled experimental design, 90 undergraduate nursing students from Minia University were randomly assigned to either a control group receiving traditional training or a study group receiving simulation-based training. Data was collected through validated tools assessing knowledge, self-efficacy, clinical competence, and learning environmental perceptions. Results: Post intervention, 82.2% of students in the simulation group achieved satisfactory knowledge levels compared to 35.6% in the control group. Clinical skills competence was also higher in the simulation group (75.6%) versus the control group (46.7%). Additionally, self-confidence and clinical competence were markedly improved in the simulation group, with 73.3% and 71.1% respectively demonstrating high scores, compared to 44.4% and 46.7% in the control group. Furthermore, 75.6% of students in the simulation group reported high levels of self-directed learning. Conclusion: Simulation provides students with realistic, hands-on learning experiences that promote critical thinking, decision-making, and confidence, ultimately bridging the gap between theoretical knowledge and clinical practice. Recommendations: Integration of simulation-based training into nursing curricula, particularly for advanced pediatric skills. | ||
| Keywords | ||
| Children with congenital heart disease; Competency level; Pediatric nursing students; Simulation-based training; and Traditional training | ||
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