Perceived Impact of High-Fidelity Simulation-Based Learning on Engagement and Motivation Among Undergraduate Nursing Students in Qatar

Abstract

Background: Simulation-based learning (SBL) bridges theoretical knowledge and clinical practice in nursing education. Although global studies support its benefits, evidence from Middle Eastern contexts is limited. This study explored how SBL influences nursing students’ engagement and motivation in Qatar. Methods: A quantitative, cross-sectional survey was conducted with 312 undergraduate nursing students at a nursing education institution in Qatar. Stratified random sampling ensured representation across academic years. Participants had completed at least one structured high-fidelity, in-person group simulation that included prebriefing, enactment, and debriefing. Validated instruments measured perceptions of the SBL environment, engagement, and intrinsic and extrinsic motivation. Descriptive statistics, Pearson correlations, and multiple regression analyses were used to examine relationships and predictors. Results: SBL demonstrated strong positive correlations with perceived engagement (r = .878, p < .001) and perceived motivation (r = .752, p < .001). Regression analysis revealed that perceived engagement was the strongest predictor of perceived SBL outcomes (β = 0.52, p < .001), followed by intrinsic motivation (β = 0.34, p < .01). Reliability analysis confirmed high internal consistency across all scales (Cronbach’s α > 0.95). Conclusion: Perceived engagement emerged as the primary factor linking SBL to learning outcomes. The findings emphasize the need for simulation environments that promote active behavioral, cognitive, and emotional participation. Future research should examine instructional methods and repeated exposure to determine how ongoing simulation experiences sustain engagement and motivation among diverse nursing students.