Factors Influencing Nursing Students’ Learning Outcomes in Maternal-Newborn Care through Simulation-Based Learning
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Abstract
Purpose: This study aimed to examine the influences of student’s knowledge, attitude towards simulation-based education, professional identity, stress, teaching competencies, simulation design and perception of educational practice on learning outcomes including satisfaction towards and self-confidence in learning of maternal-newborn care through simulation-based learning.
Design: Predictive correlational study design.
Methods: The study sample included 100 third-year nursing students at a university located in Bangkok. Simple random sampling was used and data were collected from May to December 2022 by using the following questionnaires: 1) The personal data questionnaire 2) Attitude Scale towards Simulation-based Education 3) Professional Identity Scale for Nursing Students 4) Perceived Stress Scale 5) Evaluation of Teaching Competencies Scale 6) Simulation Design Scale 7) Educational Practice Questionnaire 8) Student Satisfaction and Self-Confidence in Learning Questionnaire. Data were analyzed using descriptive statistics, Pearson product moment correlation and multiple regression.
Main findings: All study variables could account for 66% of the variance explained in the students’ satisfaction towards maternal-newborn care through simulation-based learning with four significant predictors consisting of attitude towards simulation-based education ( = .43, p < .001), teaching competencies (
= .22, p < .01), simulation design (
= .20, p < .05), and professional identity (
= .16, p < .05). For students’ self-confidence in maternal-newborn care through simulation-based learning, all study variables could account for 60% of the variance explained and there are two significant predictors namely, simulation design (
= .49, p < .001), and attitude towards simulation-based education (
= .37, p < .001).
Conclusion and recommendations: To use simulation-based learning in the postnatal unit to prepares nursing students to have more satisfaction and self-confidence before practicing in a clinical ward, it is essential to be aware of the influencing factors including the attitude toward simulation-based education, professional identity of students, teaching competencies, and simulation design. The findings suggest that these four factors should be appropriately established and integrated into the students’ learning experience when using simulation-based learning.
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