Simulation-Based Learning, Peer Collaboration and Clinical Confidence Levels of Nursing Students

Abstract

A well-structured nursing curriculum plays a crucial role in shaping competent healthcare professionals by integrating theoretical knowledge with hands-on clinical practice. This study investigated simulation-based learning, peer collaboration, and the confidence levels of nursing students in the clinical setting. The study utilized a quantitative approach, specifically a descriptive correlational design. It was conducted to Bachelor of Science in Nursing (BSN) program in the first congressional district of Zamboanga Del Sur. The respondents of the study were 120 nursing students, selected using the total enumeration sampling technique. Researcher-made instrument tools were used to conduct the study, namely the Level of Simulation-Based Learning, Level of Peer Collaboration, and Level of Confidence. Frequency and percentage, mean and standard deviation, and the Pearson Product-Moment Correlation Coefficient (Pearson's r) are the statistical procedures applied. The findings show that respondents' levels of simulation-based learning is very high. The respondents peer collaboration is also very high. Additionally, respondents demonstrated a generally high level of confidence. There is a highly significant relationship between respondents’ level of simulation-based learning performance and their level of confidence as well as between peer collaboration and level of confidence across various constructs. Three key predictors contribute to student level of confidence: a realistic environment, feedback and reflection, and shared responsibility. Students' self confidence in their ability to learn was shaped by a realistic atmosphere, feedback and reflection, and shared accountability. It is recommended that the institution adopt high-fidelity simulation-based learning to further strengthen the integration of simulation-based learning across all educational programs.