2026· International journal of research and innovation in social science· Vol 10, pp. 8615-8637· 0 citations
TL;DR
Findings revealed that nursing students demonstrated high levels of simulation-based learning, critical thinking skills, and clinical judgment, and significant positive relationships were found between simulation-based learning and clinical judgment, and between critical thinking skills and clinical judgment.
Abstract
Simulation-based learning has become an essential instructional strategy in nursing education because of its potential to enhance students' critical thinking and clinical judgment. This study aimed to determine the relationship among simulation-based learning, critical thinking skills, and clinical judgment in nursing students and to explore their lived experiences with simulation-based learning. An explanatory sequential mixed-method design was employed. The quantitative phase involved 216 third- and fourth-year nursing students selected through stratified random sampling from a higher education institution in Ozamiz City. Data were collected using questionnaires on simulation-based learning, critical thinking skills, and clinical judgment. Descriptive statistics, the Spearman Rank Correlation Coefficient, and multiple linear regression were used to analyze the quantitative data. The qualitative phase involved seven purposively selected nursing students who participated in in-depth interviews. Qualitative data were analyzed using thematic analysis. Quantitative findings revealed that nursing students demonstrated high levels of simulation-based learning, critical thinking skills, and clinical judgment. Significant positive relationships were found between simulation-based learning and clinical judgment, and between critical thinking skills and clinical judgment. Furthermore, simulation-based learning and critical thinking skills significantly predicted clinical judgment among nursing students. Qualitative analysis generated four essential themes: Simulation as a Realistic Bridge Between Theory and Practice; Development of Critical Thinking and Clinical Judgment Through Active Decision-Making; Emotional Transformation Toward Confidence and Professional Growth; and Reflective Learning Through Debriefing and Collaboration. The essence of the lived experience revealed that simulation-based learning serves as a transformative educational process that bridges theory and practice while fostering critical thinking, clinical judgment, confidence, reflective learning, and professional growth. Simulation-based learning is a valuable pedagogical approach that enhances nursing students' preparedness for clinical practice. Nursing educators should enhance simulation-based learning through realistic clinical scenarios and structured debriefing to strengthen students’ critical thinking skills and clinical judgment.
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.
Tolentino King Nolan C, Ibañez Ellyza Marie D, Lumbang Freya Mhae L et al.· International Journal of Adv...· 0 citations
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.
Mary Darline Denosca, Judy Jane S. Revelo· International journal of res...· 0 citations
Introduction: Simulation - Based Learning (SBL) provides a safe, controlled, and realistic environment where nursing
students can practice clinical skills, develop clinical reasoning, and enhance decision-making abilities. Recent studies
report that over 80% of nursing students demonstrate improved clinical competence following simulation-based training.
As nursing education increasingly integrates technological tools such as high-fidelity manikins and virtual simulation,
SBL has shown significant potential to improve students’ problem-solving competencies, confidence, and patient-care
readiness.
Objectives: To assess the impact of Simulation-Based Learning on problem-solving skills among nursing students.
Methodology: A systematic review was conducted following PRISMA-2020 guidelines. Electronic databases including
PubMed/MEDLINE, CINAHL, and Scopus were searched for studies published between January 2018 and August 2025.
Eligible studies included undergraduate and postgraduate nursing students exposed to simulation-based learning
interventions. Randomized controlled trials, quasi-experimental studies, systematic reviews, and meta-analyses were
included. Data were extracted and synthesized narratively due to methodological heterogeneity among studies.
Results: A total of 45 studies met the inclusion criteria, comprising 15 randomized controlled trials, 20 quasi-experimental
studies, and 10 systematic reviews/meta-analyses. Approximately 84.4% of studies reported significant improvements in
nursing students’ problem-solving skills following simulation-based learning interventions. Improvements in clinical
reasoning and critical thinking were reported in 88.9% and 82.2% of studies, respectively. Compared with traditional
teaching methods, SBL demonstrated superior outcomes in problem-solving competency (86% vs. 68%), clinical
reasoning (89% vs. 70%), critical thinking (84% vs. 66%), student confidence (91% vs. 62%), and learning satisfaction
(93% vs. 65%). High-fidelity and virtual simulation modalities were particularly effective in enhancing cognitive and
clinical competencies.
Conclusion: Simulation-Based Learning significantly improves problem-solving skills, clinical reasoning, critical
thinking, decision-making ability, confidence, and learning satisfaction among nursing students. The findings support the
integration of simulation-based strategies into nursing curricula as an effective approach to bridging the theory-practice
gap and preparing students for safe and competent clinical practice
Pratibha Thakur, Komal Kumari· International Journal of Dru...· 0 citations
Clinical education is essential in preparing nursing students to translate theoretical knowledge into safe and effective clinical practice. This mixed-method study examined the influence of clinical instructor competency and feedback quality on nursing students’ clinical performance and explored their lived experiences during clinical exposure in selected higher education institutions in Northern Mindanao, Philippines. Anchored on Social Cognitive Theory and Benner’s Novice to Expert Theory, the study emphasized the role of modeling, guided learning, feedback, and experiential development in fostering clinical competence. This study employed an explanatory sequential mixed-methods design, in which quantitative data were collected first, followed by qualitative data to explain the findings. Data were collected from third- and fourth-year nursing students using validated questionnaires and semi-structured interviews. Findings revealed that students generally perceived their clinical instructors as highly competent, the feedback they received as of high quality, and their clinical performance as very good. Significant relationships were identified between clinical instructor competency and students’ clinical judgment and teaching skills, and between feedback quality and teaching skills. Among the dimensions of clinical instructor competency, mentorship and support emerged as the most influential factor associated with students’ clinical performance. Qualitative findings highlighted students’ experiences of adapting to the clinical environment, managing challenges and stress, developing confidence and competence, benefiting from mentorship and constructive feedback, and strengthening their professional identity. These findings underscore the importance of supportive clinical learning environments in promoting student growth and readiness for practice. The study concludes that while effective instruction and quality feedback contribute to learning, mentorship and supportive guidance play a particularly important role in enhancing nursing students’ clinical performance. Strengthening mentorship programs and faculty development initiatives is therefore recommended to further improve clinical learning experiences and prepare competent, practice-ready nursing graduates.
Louie Jay O. Adlao, Erwin C. Cubillan· International journal of res...· 0 citations
This pre-experimental study was conducted to examine the effects of simulation-based practice
education on Study crafting, major satisfaction, and clinical reasoning competence among nursing students, and
to identify the relationships between these variables and the factors influencing clinical reasoning competence.
Data were collected from nursing students enrolled in a simulation practice course at a university located in a
specific region and analyzed using SPSS/WIN 26.0. Differences before and after the simulation education were
analyzed using paired t-tests. The correlations between variables were analyzed using Pearson correlation
coefficients, and the factors influencing clinical reasoning competence were identified through Multiple Linear
Regression analysis. Following the simulation education, study crafting, major satisfaction, and clinical reasoning
competence showed significant improvement, and a significantly high positive correlation was found among the
three variables. study crafting and major satisfaction were identified as significant factors influencing clinical
reasoning competence, with an explanatory power of 77.8%. In conclusion, simulation-based practice education
is an effective educational method for enhancing study crafting, major satisfaction, and clinical reasoning
competence in nursing students. Therefore, it is recommended that this approach be expanded within the nursing
curriculum.
Gyung Park· International Journal of Dru...· 0 citations
BACKGROUND
Equipping nursing students with 21st-century skills such as critical thinking, lifelong learning, and innovativeness is vital for safe and high-quality patient care. Although 21st-century competencies are increasingly emphasized as essential outcomes of nursing education, project planning courses remain insufficiently integrated into nursing curricula. Furthermore, there is a paucity of empirical evidence regarding its effects on individual innovativeness, critical thinking motivation, and lifelong learning among nursing students.
OBJECTIVE
This study aimed to examine the effect of a structured project planning course on nursing students' critical thinking motivation, individual innovativeness, and lifelong learning levels.
METHODS
This quasi-experimental study was conducted with second-year nursing students (intervention group: n = 19; control group: n = 19). The intervention group participated in a 14-week structured project planning course. Pre- and post-intervention measurements were conducted using the Critical Thinking Motivation Scale, Individual Innovativeness Scale, and Lifelong Learning Scale. Data were analyzed using paired and independent t-tests as well as repeated measures ANOVA.
RESULTS
Significant improvements were observed in the intervention group's total IIS scores (η2 = 0.024, p = 0.032), particularly in the subdimensions of opinion leadership (p = 0.012) and risk-taking (η2 = 0.082, p = 0.021). The qualitative shift in innovation profiles, supported by graphical analysis, showed a transition from passive adopter categories to "Innovators" and "Early Adopters" by the end of the course.
CONCLUSION
This study demonstrated the effectiveness of a structured project planning course in enhancing nursing students' individual innovativeness, especially in areas such as opinion leadership and risk-taking. While the impact on critical thinking motivation and lifelong learning was limited, emerging trends point to the potential for improvement with broader and more sustained application. These findings support the integration of structured project planning course into nursing education, emphasizing the value of combining theoretical instruction with practical research experiences.
M. Tunçer, Nurten Özen· Nurse Education Today· 0 citations