The Effect of Simulation-Based Learning on Nursing Students' Clinical Performance and Reality Shock

Abstract

Background: Simulation-based learning (SBL) is pivotal in bridging the gap betweentheoretical knowledge and clinical practice for nursing students. It fosters clinicalcompetencies and helps mitigate reality shock. Aim: this study aimed to assess the effect ofSBL on nursing students' clinical performance and reality shock. Subjects and Methods:This study was conducted using a quasi-experimental design at simulation lab, Faculty ofNursing, Beni-Seuf University and in the intensive care units of Beni-Seuf UniversityHospital. Data were gathered from a purposive sample of 115 novice critical care nursingstudents using three tools: a self-administered questionnaire, the Critical Simulation ScenariosObservational Checklist, and the Reality Shock Questionnaire. Results: Before the SBLintervention, most students demonstrated unsatisfactory clinical performance and experiencedhigh levels of reality shock. After implementing the simulation scenarios, both clinicalperformance and reality shock significantly improved. Statistically significant differenceswere found between the pre- and post-implementation scores in total knowledge, practice, andreality shock. Conclusion and Recommendations: Implementing SBL positively impactsnursing students' clinical performance and effectively reduces reality shock. Integratingdiverse teaching strategies, in conjunction with SBL, is highly recommended to augmentstudents‘ engagement and enhance learning outcomes.