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

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.

Keywords:

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