Background: In middle eastern countries, most nursing colleges use simulation
based learning activities. However, Saudi nursing students' correlators and pre
dictors for simulation learning have been underreported.
Aim: This study investigated the variables that correlate to and predict Saudi nur
sing students' simulation learning competencies.
Methods: A descriptive cross‐sectional design guided this study's understanding of
simulation learning among nursing students (n=461). We used three National
League of Nursing instruments to collect data: the 13‐item student satisfaction and
self‐confidence in learning scale (SCLS), 20‐item simulation design scale (SDS), and
16‐item educational practices questionnaire (EPQ). We applied analysis of variance,
t tests, χ2 tests, and linear regression to analyze the data.
Results: The SCLS and EPQ revealed significant differences in the participants' year
level, gender, fidelity of simulation experience, number of nursing courses with
simulation, and grade point average (GPA). Only GPA was insignificant in SDS. The
number of nursing courses with simulations and GPA were significant predictors of
the three instruments. Finally, year level and gender were important predictors of
SDS and SCLS, respectively.
Conclusion: Our findings explain Saudi students' experiences of simulations in
nursing education. Simulation is an important pedagogical approach that enhances
students' achievements when implemented in nursing schools. |
