Development of Simulation-Based Education to Enhance Nursing Students' Self-Efficacy in Emergency and Critical Care for the Adult and Elderly Nursing II Course
Keywords:
Simulation-based education, Nursing education, Self-efficacy, Clinical decision-making, Emergency and critical care nursingAbstract
This quasi-experimental study aimed to compare nursing students’ knowledge and perceived self-efficacy in emergency and critical care nursing before and after participation in a simulation-based instructional program and to evaluate their satisfaction with the program. The sample consisted of 57 third-year nursing students at the Faculty of Nursing, Thaksin University, enrolled in the Adult and Elderly Nursing II course during the 2024 academic year. Participants were selected through purposive sampling.
The intervention comprised 10 simulation scenarios implemented using a high-fidelity patient simulator. Data were collected using a knowledge test on emergency and critical care nursing practice, a perceived self-efficacy questionnaire, and a satisfaction evaluation form. All instruments were validated by three experts and demonstrated reliability coefficients ranging from .88 to .96. Data were analyzed using descriptive statistics and paired t-tests.
The results showed that, following participation in the program, students’ mean scores for knowledge and perceived self-efficacy in emergency and critical care nursing were significantly higher than those before the intervention (p < .001). In addition, overall satisfaction with the program was at the highest level (Mean=109.20, SD.=6.86).
These findings indicate that simulation-based instruction using a series of scenarios and a high-fidelity patient simulator effectively enhances nursing students’ knowledge and perceived self-efficacy. Nursing education institutions may adopt this approach to strengthen pre-clinical preparation and improve students’ clinical competencies.
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