Simulations have become a common educational tool among nursing students; however, the impact of clinicalsimulations as tested using an experimental design is not yet well established. In a controlled intervention study,nursing students received either traditional classroom lessons (C) or traditional classroom lessons combined withsimulation-based lessons at the hospital (I). The primary outcome variable was the basic knowledge of acutenursing measured by a multiple-choice questionnaire. Secondary outcome variables were grade point average,the students' perception of the learning process, and self-efficacy. Seventy-four students participated in the study;C:n=36 and I:n=38. Regarding basic knowledge, there was no significant difference between the groups(I:11.8 ± 0.4, C:12.1 ± 0.4, p=0.54). The I-group had a more positive perception of the learning process(Δ:6.0 ± 1.1,p < 0.002) and rated their self-efficacy higher (Δ:8.5 ± 2.3,p < 0.002). The students reportedhigher levels of self-efficacy, when combining the traditional lessons and simulation-based lessons. Whencombining the two approaches, their fundamental knowledge is not improved.
- Læring, pædagogik og undervisning