Document Type : Original Article
Authors
1
Faculty of Nursing, Beni-Suef University, Beni-Suef, Egypt. Orcid ID: 0000-0003-3828- 3352
2
Faculty of Nursing, Beni-Suef University, Beni-Suef, Egypt.
3
North London Mental Health Partnership, London, United Kingdom. 0000-0001-9983-5195
4
Faculty of Nursing, Beni-Suef University, Beni-Suef, Egypt. Orcid ID: 0000-0002-8556-9639, Scopus ID: 57224173212
5
Faculty 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.
)
View on SCiNiTO