Impact of simulation-based education on nursing students’ competence in managing childhood epileptic seizures

Abstract

Objectives: The objective of this study is to evaluate the effect of simulation-based education (SBE) on the knowledge and skills of nursing students in managing childhood epileptic seizures. Materials and Methods: A quasi-experimental design was conducted among 160 third-year B.Sc. nursing students at a SUM nursing college in Bhubaneswar, India. The experimental group (n = 80) participated in a structured simulation-based session, while the control group (n = 80) received routine lecture-demonstration sessions. Knowledge was measured using a 20-item multiple-choice questionnaire and skills were assessed through an Objective Structured Clinical Examination checklist. Results: The experimental group demonstrated significant improvements in posttest knowledge (13.15 ± 1.40 vs. 9.56 ± 2.10; t = 11.24, P < 0.001) and skill scores (17.28 ± 1.82 vs. 12.42 ± 2.18; t = 10.96, P < 0.001) compared with the control group. Ranked data analysis further confirmed higher postintervention knowledge and skill levels (Z = −-6.42 and − -6.55, respectively; P < 0.001). These results indicated that SBE produced substantial gains in both cognitive and psychomotor domains. Conclusion: SBE significantly enhances nursing students’ knowledge and skills in managing childhood epileptic seizures compared to traditional teaching. Incorporating structured simulation modules into pediatric nursing curricula can improve clinical competence, reduce anxiety, and bolster patient safety in pediatric emergency care.