Impact of Simulation-Based Learning on Learning Loss Among Nursing Students: A Quasi-Experimental Study

Alkadi Alshammari; Adnan Innab; Ahmed Nahari; Homoud  Alanazi; Raeed  Alanazi; Ghada Almukhaini

doi:10.19173/irrodl.v26i1.7984

Authors

Alkadi Alshammari Assistant Professor, Community, Psychiatric and Mental Health Nursing Department, King Saud University; Joint first author https://orcid.org/0000-0003-1541-9923
Adnan Innab Associate Professor, Nursing Administration and Education Department, Vice Dean of Student Affairs. King Saud University; Joint first author https://orcid.org/0000-0002-9527-1078
Ahmed Nahari Assistant Professor, Medical Surgical Department, King Saud University https://orcid.org/0000-0003-3068-8443
Homoud Alanazi Director of Nursing, Nursing Administration Department at Dental University Hospital, King Saud University https://orcid.org/0009-0007-9552-6062
Raeed Alanazi Assistant Professor, Nursing Administration and Education Department, King Saud University https://orcid.org/0009-0003-9088-5040
Ghada Almukhaini Simulation Training Supervisor, Medical Surgical Department, College of Nursing

DOI:

https://doi.org/10.19173/irrodl.v26i1.7984

Keywords:

learning loss, simulation-based learning, SBL, nursing student, competency, education

Abstract

Nursing students faced learning losses during the COVID-19 pandemic due to the transition to virtual classes, inadequate communication, and reliance on virtual clinical training as a prerequisite for clinical practice. This study aimed to investigate the extent of learning loss experienced by nursing students and examine the impact of simulation-based learning (SBL) on mitigating this learning loss and on students’ confidence, satisfaction, and performance before and after the SBL program. This quasi-experimental study used a within- and between-subjects design. Data were collected from January 2022 to May 2023 from 177 nursing students before and after the SBL program. The Learning Loss scale and Simulation Training Evaluation Questionnaire were used. Substantial learning losses were observed in nurses’ knowledge, professional attitude, and skills before the intervention. The intervention group had significantly higher knowledge, professional attitude, and professional skills than the control group. The intervention significantly improved nursing students’ confidence, expectations/satisfaction, and performance. The regression model revealed that age and weeks in internship were significant predictors of learning loss. Prior distance education experience did not show any significant association with learning loss. Thus, SBL is useful in crisis situations; it enhances nursing students’ knowledge, professional attitudes, and professional skills. Course designers should consider integrating SBL into nursing curricula as an innovative teaching strategy to compensate for possible learning losses. This approach will help prepare graduates to enter the workforce with the ability to quickly adapt and practice confidently in clinical settings to ensure patient safety.

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