Nursing students’ satisfaction and self-confidence while learning in simulation methods

Abstract

Introduction Students' satisfaction and self-confidence while learning in simulation methods provides opportunity to acquire skills and helps to achieve better learning outcomes such as satisfaction, critical thinking and self-confidence [1]. Students with better results are commonly more selfconfident [2], more involved in tasks, enjoy the learning process, and are determined to reach their goals [3]. Aim To examine nursing students' opinions about students' satisfaction and self-confidence who learned nursing clinical skills through simulation-based methods. Methods The study involved 72 first year LSMU nursing students, who learned nursing clinical skills through simulation-based method. The study was conducted between March and April 2025. Inclusion criteria; first year LSMU nursing students, no exclusion criteria were applied. The study used a standardized scale ,,Student Satisfaction and Self-Confidence in learning scale“ [4]. Students rated each statement on a 5-point scale from 1 (strongly disagree) to 5 (strongly agree). Permission to conduct the study was received from LSMU Bioethics center (Nr 2025- BEC2-0066). Numerical characteristics as mean, standard deviation values, Spearman correlation coefficient were used to describe sample data. Results Students evaluated as best statement that teaching methods used in this simulation were helpful and effective (mean= 4,26, SD= 7,12), the teaching materials used in this simulation were motivating and helped to learn (mean= 4,12, SD= 0,715), students mastered the content of the simulation activity, that was presented by lecturers (mean= 4,00, SD= 0,628), students were confident that they were developing the skills and obtaining the required knowledge from this simulation to perform necessary tasks in clinical setting (mean= 4,33, SD= 0,581). A negative, very weak, and statistically not significant correlation was found between satisfaction and mental effort invested (r=-0.033, p=0.783, n=72). Weak correlations were found between satisfaction and task interest and difficulty (accordingly, r=0.221, p=0.062, and r=0.025, p=0.837). A negative, very weak, and statistically insignificant correlation was found between self-confidence and mental effort invested (r=-0.011, p=0.927, n=72). Positive, weak, and statistically not significant correlations were found between self-confidence and task interest and difficulty (accordingly, r=0.191, p=0.108, and r=0.059, p=0.625. No statistically significant differences were found in this study. Conclusions The simulation method was evaluated by nursing students as useful and effective, which helps to perform nursing skills in clinical practice. Students' satisfaction and self-confidence while learning in simulation-based method was not significantly associated with effort, task interest and difficulty.