Self-Efficacy of Simulation-Based Related Learning Experience on Clinical Skill and Development Among 2nd Year Nursing Students at Dr. Carlos Lanting College
TL;DR
This study analyzes the self-efficacy of simulation-based Related Learning Experience in improving clinical skills among second-year nursing students at Dr. Carlos S. Lanting College during clinical practice to provide evidence-based recommendations to inform curriculum development, optimize simulation protocols, and ultimately enhance nursing education outcomes at the institutional level.
Abstract
This study analyzes the self-efficacy of simulation-based Related Learning Experience (RLE) in improving clinical skills among second-year nursing students at Dr. Carlos S. Lanting College during clinical practice. Employing a mixed-methods design that integrates quantitative pretest-post-test measures with qualitative focus group discussions, the research utilizes purposive sampling of three sections (approximately 100 students total) who underwent at least one simulation session. Quantitative data measured clinical skills and self-confidence pre- and post-intervention, complemented by qualitative feedback on the relevance and applicability of the simulated scenarios. Results are expected to highlight improvements in skill performance, critical thinking, clinical judgment, and patient safety awareness. This study aims to provide evidence-based recommendations to inform curriculum development, optimize simulation protocols, and ultimately enhance nursing education outcomes at the institutional level.