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. 2024 Mar 7:17:991-1005.
doi: 10.2147/JMDH.S440333. eCollection 2024.

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

Lihe Ma  1 , Rui Yan  1 , Xiang Wang  2 , Xiaohong Gao  1 , Na Fan  1 , Linmei Liu  3 , Haifen Kang  3
Affiliations

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

Lihe Ma et al. J Multidiscip Healthc. .

Abstract

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 0.15325), professional attitude (0.85868 and 0.39452), and communication skills (1.55149 and 0.61294). The satisfaction and self-confidence of nurses were higher in the SBL group (4.53±0.596; 4.47±0.611) compared to the PBL group (4.32±0.689; 4.25±0.632) in all dimensions of SSS (all P < 0.05). The SBL group also scored high in simulation design and EPSS. However, improvements are needed in fidelity, objectives, information, and students' expectations.

Conclusion: SBL and PBL improve nurses' core competence, satisfaction, and self-confidence. SBL is superior. This study promotes student-centered education, enhancing surgical nursing professionals' quality and ensuring future patient safety.

Keywords: baccalaureate nursing; education; problem-based learning; simulation training; surgical nursing.

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Conflict of interest statement

The authors declare that they have no competing interests in this work.

Figures

Figure 1
Figure 1
Details of the teaching process for Simulation-Based Learning group and Problem-Based Learning group.
Figure 2
Figure 2
Comparison of the SBL and PBL groups’ scores on the core competence assessment scale. (A) human understanding and communication skills; (B) professional attitudes; (C) critical thinking and evaluation; (D) general clinical performance; (E) nurses’ specific clinical performance. *P < 0.05 vs pretest, #P < 0.05 vs PBL, @P < 0.05 vs posttest.
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Grants and funding

This study was supported by grants from the Natural Science Foundation of China (No. 82001872); the Natural Science Foundation for Young Scientists of Shanxi Province, China (No. 201701D221251); the General project of soft science research in Shanxi Province (No. 2017041036-5).

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