The Effect of Simulation-Based Learning on First-Year Nursing Students’ Perception of Competence, Self-Efficacy, and Learning Satisfaction

Abstract

Background: Simulation-based learning (SBL) has become an integral component of nursing education, enhancing students' clinical skills, self-efficacy, and learning satisfaction in a safe, controlled environment. Despite its growing implementation, a need remains to assess its impact on first-year nursing students' competence and confidence. Aim: This study aimed to evaluate the effect of simulation-based learning on first-year nursing students’ perception of competence, self-efficacy, and learning satisfaction. Design: A mixed-methods research design was utilized. Setting: The study was conducted within the simulation laboratory at the Faculty of Nursing, Badr University in Cairo. Subjects: A purposive sample of 81 first-year nursing students was selected for the study. Tools: Data collection was conducted using seven tools: (1) Demographic data and Student Engagement in Simulation-Based Learning data, (2) Generalized Perceived Self-Efficacy Scale (GPSS) to assess self-efficacy, (3) Nursing Student Knowledge Assessment, (4) Creighton Simulation Evaluation Instrument (C-SEI) to evaluate clinical performance, (5) Simulation Effectiveness Tool - Modified (SET-M) to assess learning effectiveness, (6) Student Satisfaction/Self-Confidence in Learning Scale (SSSCL), and (7) a semi-structured interview to capture students’ experiences and insights. Results: Most students were between 15 and 18 years old, with an average age of 17.97±1.73 years. Most participants were female (71.6%) and from rural areas (67.9%). Nearly all students engaged in simulation activities 1-2 times using a single method. The program significantly improved self-efficacy, with 88.9% achieving high self-efficacy post-program, and knowledge level rose to 53.1% (p<0.001). The clinical performance showed that 91.36% of students performed satisfactorily after the program. Additionally, students' perception of competency improved, with 94% rating their competency as satisfactory. Satisfaction and self-confidence levels were also significantly higher post-program, with 98.1% expressing confidence in their learning and 96.3% reporting satisfaction. Conclusion: The findings indicate that simulation-based learning significantly enhances nursing students’ competence, self-efficacy, and learning satisfaction. The results support the integration of SBL as a core teaching strategy in nursing education to bridge the gap between theoretical knowledge and clinical practice. Recommendations: Continuously implementing and expanding simulation-based education within nursing curricula is recommended, ensuring structured debriefing sessions and diverse clinical scenarios to maximize learning outcomes.