Enhancing Surgical Nursing Student Performance: Comparative Study of Simulation-Based Learning and Problem-Based Learning

作者：Lihe Ma, Rui Yan, Xiang Wang, Xiaohong Gao, Na Fan, Linmei Liu, Haifen Kang · 发表于：Journal of Multidisciplinary Healthcare · 年份：2024 · DOI：10.2147/jmdh.s440333 · 被引用次数：24 · 研究领域：Simulation-Based Education in Healthcare、Problem and Project Based Learning、Innovative Teaching Methodologies in Social Sciences

Background: Surgical nursing is a high-risk, high-pressure, and complex field. Nurses need extensive knowledge, skills, and abilities. Problem-Based Learning (PBL) and Simulation-Based Learning (SBL) are effective student-centered methods. Which method is better for surgical nurse training? More research is needed to determine the best approach for undergraduate surgical nurse education. Purpose: To compare the impact of PBL and SBL on undergraduate nursing students’ performance and improve learning outcomes in surgical nursing education. Methods: We used a pretest/post-test design with 318 nursing undergraduates randomly assigned to two groups. Participants completed three progressive scenarios focused on surgical nursing cases. Experts blindly reviewed video recordings using the 70-item Korean Nurses’ Core Competence Scale (KNCCS) to assess performance. The 13-item Satisfaction and Self-confidence in learning Scale (SSS) measured learning confidence and satisfaction. SBL participants also completed the 16-item Educational Practices in Simulation Scale (EPSS) and 20-item Simulation Design Scale (SDS). Results: The study found significant positive effects on both groups, with noticeable improvements in post-test, retention, and follow-up test results ( P < 0.001). The SBL group showed higher competency levels in nurses ( P < 0.001). The Cohen’s d and effect size (r) for various skills were as follows: clinical performance (0.84767 and 6.39023), critical thinking (0.31017 and ...