Abstract
Background: In middle eastern countries, most nursing colleges use simulation-based learning activities. However, Saudi nursing students' correlators and predictors for simulation learning have been underreported.
Aim: This study investigated the variables that correlate to and predict Saudi nursing students' simulation learning competencies.
Methods: A descriptive cross-sectional design guided this study's understanding of simulation learning among nursing students (n = 461). We used three National League of Nursing instruments to collect data: the 13-item student satisfaction and self-confidence in learning scale (SCLS), 20-item simulation design scale (SDS), and 16-item educational practices questionnaire (EPQ). We applied analysis of variance, t tests, chi(2) tests, and linear regression to analyze the data.
Results: The SCLS and EPQ revealed significant differences in the participants' year level, gender, fidelity of simulation experience, number of nursing courses with simulation, and grade point average (GPA). Only GPA was insignificant in SDS. The number of nursing courses with simulations and GPA were significant predictors of the three instruments. Finally, year level and gender were important predictors of SDS and SCLS, respectively.
Conclusion: Our findings explain Saudi students' experiences of simulations in nursing education. Simulation is an important pedagogical approach that enhances students' achievements when implemented in nursing schools.