Effect of different simulation methods in nursing education on critical thinking dispositions and self-efficacy levels of students

Abstract

Background: Different simulation strategies are used to improving to critical thinking and self-efficacy skills, but evidence is limited about which provides better outcomes. Aim: The aim of this study was to compare the effect of different simulation methods on the self-efficacy and critical thinking skills of students during pain management. Methods: This was an experimental study. The students were divided randomly into an experimental (High fidelity = 23, Standardized Patient = 23) experiencing simulation and control groups (Control = 25) having traditional teaching program. All students were complete the study instruments pretest and posttest. Results: There was no significant difference found between the groups for critical thinking disposition, self-efficacy, simulation performance, and knowledge level (p > .05). The self-efficacy post-test scores of the students in the control group were lower than the pre-test scores (Z = -2.291, p = .022). A moderate correlation was found between critical thinking and self-efficacy post-test scores, respectively of all groups (p < .001). Conclusion: In this study, no differences in outcomes were identified between the simulation methods and traditional teaching methods. Future research should compare the effects repetitive of simulation methods in a larger sample.