Perceived Impacts of Pre-Practice Simulation-Based Learning on Clinical Experiences of Nursing Students in Primary Medical Care Practicum

Abstract

Objective: To describe perceived impacts of pre-practice simulation-based learning on clinical experiences in primary medical care practicum

Methods: This was a descriptive study. A total sample of 174 fourth-year nursing students were asked to rate the impacts of simulation-based learning on their clinical experiences. The instrument was developed by the researchers using exploratory factor analysis and consisted of five aspects of the impacts. The internal consistency of the instrument by Cronbach’s alpha was 0.96.

Results: The impacts of simulation-based learning on clinical experiences were rated as high by nursing students in the following areas: learning ( = 4.37, SD = 0.52), preclinical self-preparation ( = 4.32, SD = 0.50), effectiveness of differential diagnosis ( = 4.03, SD = 0.57), and prioritisation, delegation and management ( = 4.17, SD = 0.49). However, clinical familiarisation and confidence was rated as moderate ( = 3.97, SD = 0.67).

Conclusion: As perceived by the students, simulation-based learning before clinical practice had high impact on nursing students’ learning, preclinical self-preparation, differential diagnosis, and prioritisation, delegation and care management. However, it had moderate impact on clinical familiarization and confidence.