The effectiveness of simulation-based learning in nursing education

dc.contributor.advisorMiller, William
dc.contributor.authorAlharbi, Ali
dc.date.accessioned2025-03-06T08:08:04Z
dc.date.issued2024
dc.descriptionThis thesis examines the impact of simulation-based learning (SBL) on nursing education, focusing on its effectiveness in enhancing knowledge acquisition, skills development, and retention among undergraduate nursing students. The research comprises a systematic review and an intervention study conducted in Riyadh, Saudi Arabia. The systematic review synthesises existing literature on SBL effectiveness, while the intervention study evaluates students’ knowledge and skill performance at three time points: pre-intervention, immediately after, and six weeks post-intervention. The study also assesses students' satisfaction and self-confidence following simulation experiences. Guided by Benner’s model and Kolb’s theory, the findings provide evidence-based recommendations for integrating SBL into nursing curricula to optimise learning outcomes.
dc.description.abstractBackground: Simulation-based learning (SBL) has emerged as a valuable pedagogical approach in nursing education, allowing students a safe and controlled environment to practice clinical skills with varying levels of fidelity. Furthermore, SBL has become an increasingly popular teaching strategy in nursing education; however, few studies have investigated the effectiveness of SBL in Saudi Arabia. Research shows that simulations can enhance student satisfaction and self-confidence. Moreover, evidence suggests that student satisfaction can contribute to building self-confidence, which may help students develop skills and knowledge. This thesis evaluates the impact of SBL on nursing students' knowledge and skill acquisition and retention. Further, assessed their perception of satisfaction and self-confidence following the simulation experience. Methods: This thesis consists of two studies. First, a systematic review was conducted from 2017 to 2023 to identify relevant studies. A total of 33 studies were evaluated using the Joanna Briggs critical appraisal tools. A narrative synthesis was used to extract and report data. Second, a quasi-experimental study employed a repetitive test design with 100 nursing students exposed to a simulation protocol during the internship year. Benner’s model and Kolb’s theory were the conceptual frameworks underpinning this work. Descriptive statistics, paired t-tests, and ANOVA were used to analyse the data. Results: The systematic review showed that most studies focused on the impact of SBL on life-saving skills like cardiopulmonary resuscitation (CPR) or other lifesupport skills, with the remaining studies examining critical care skills or clinical decision-making skills. Consistent and significant improvements in knowledge and skills were highlighted. The quasi-experimental study indicated that SBL significantly improved nursing student knowledge and skills, regardless of individual characteristics. Furthermore, the study found that students had a high level of satisfaction with the simulation experience. Most students also reported increased self-confidence in their skills. Conclusion: This thesis provides evidence supporting SBL as an effective teaching strategy within nursing education in enhancing knowledge and skill acquisition and retention, as well as student satisfaction and confidence. These findings have important implications for nursing education, particularly in Saudi Arabia, and provide valuable insights for nursing educators and policymakers on the benefits of SBL for enhancing student learning outcomes.
dc.format.extent314
dc.identifier.citationHarvard
dc.identifier.urihttps://hdl.handle.net/20.500.14154/74987
dc.language.isoen
dc.publisherUniversity of Glasgow
dc.subjectSimulation based learning
dc.subjectNursing
dc.subjectEducation
dc.titleThe effectiveness of simulation-based learning in nursing education
dc.typeThesis
sdl.degree.departmentNursing
sdl.degree.disciplineNursing education
sdl.degree.grantorUniversity of Glasgow
sdl.degree.nameDoctor of Philosophy

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