Relationship between Simulation Design Characteristics and Clinical Reasoning Competence: Multiple Additive Moderating Effects of Teaching Effectiveness and Students' Anxiety on Nursing Students

Abstract

Purpose: The purpose of this study was to identify the moderating effect of teaching effectiveness and students' anxiety in the relationship between simulation design characteristics and clinical reasoning competence among nursing students. Methods: The participants were 123 nursing students who underwent simulation practice. Data were collected from September 1 to October 30, 2020 using self-report questionnaires. The collected data were analyzed using descriptive statistics, independent t-test, Pearson's correlation coefficient, and SPSS PROCESS Macro program (to study the multiple additive moderation effect). Results: Significant positive correlations were observed between clinical reasoning competence and simulation design characteristics (r=.57, p