2025_The Effectiveness Of Using High Fidelity Simulation On Cognitive, Practical, And Affective Outcomes Of Saudi Nursing Students
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| country | Malaysia |
| date | 2024-11-22 20:44 |
| format | General Document |
| id | 17232 |
| institution | UniSZA |
| originalfilename | 17232_ab172223d360461.pdf |
| person | Apriza |
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| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=17232 |
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| spelling | 17232 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=17232 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 General Document Malaysia Library Staff (Top Management) Library Staff (Management) Library Staff (Support) Terengganu Faculty of Medicine English application/pdf 1.7 Server storage Scanned document UniSZA Private Access UniSZA Copyright©PWB2025 326 Dissertations, Academic Microsoft® Word LTSC UniSZA High Fidelity Simulation Nursing Education Cognitive Learning Outcomes Practical Skills Affective Learning Outcomes Clinical Competence Experiential Learning Healthcare Education Experiential Learning – Nursing education Teaching Methods – Nursing Education Clinical Competence – Evaluation Cognitive Learning – Assessment 2025_The Effectiveness Of Using High Fidelity Simulation On Cognitive, Practical, And Affective Outcomes Of Saudi Nursing Students High-fidelity simulation (HFS) is a cutting-edge technological innovation that replicates real-life clinical experiences, offering numerous benefits in healthcare education for medical and nursing students. Recognizing the importance of a skilled nursing workforce, the Saudi Government has set its sights on increasing the labour force participation rate of Saudi nationals in nursing. To support this goal, the government has implemented educational frameworks that aim to enhance nursing education. However, empirical studies examining the impact of simulation on learning outcomes among nursing students in Saudi Arabia are scarce. Therefore, it is essential to investigate the effectiveness of high-fidelity simulation training programs in improving the knowledge, skill performance, learning satisfaction, critical thinking, and self-confidence among Saudi undergraduate nursing students. By filling this research gap, valuable insights can be gained to improve educational policies and enhance nursing education practices in Saudi Arabia. Thus, this study aimed to assess the effectiveness of high-fidelity simulation (HFS) training programs on undergraduate nursing students' knowledge, skill performance, learning satisfaction, critical thinking, and self-confidence, using the Jeffries Simulation Framework 2012. A pretest-post-test quasi-experimental design was employed, involving 90 undergraduate nursing students (level 4 to level 8) from two universities in Al-Madinah Al-Munawwarah city. The study was conducted during the second semester of the academic year 2022–2023. The design included two observations over a period of one month. The students were divided into intervention and control groups. The interventional group received high-fidelity simulation training, whereas the control group received traditional training. A comparison of the effectiveness of both programs on nursing students’ learning outcomes was done using t-test and Analysis of Covariance (ANCOVA) while controlling students’ characteristics comprising demographics (gender, marital status, and age) and academic attributes (GPA and clinical training courses attended). The results indicated significant improvements in all learning outcomes among the intervention students in the post-test period. No significant difference was observed among the control group. The average total learning scores among the traditional group (control group) were not significantly different in the pre-test (M = 229.7, SD = 30.4) and the post-test period (M = 233.2, SD = 36.5). The intervention group’s average total learning scores were significantly higher in the post-test (M = 300.6, SD = 33.5) than in the pre-test period (M = 227.1, SD = 24.0). Additionally, GPA strongly predicted clinical learning students' outcomes, with students with higher GPAs tending to score higher. In contrast, the academic level significantly negatively predicted nursing students’ learning outcomes. Gender, marital status, and age were non-significant predictors of clinical learning scores. The study provides sufficient evidence that the Saudi Government has to adopt the simulation program in nursing education to accelerate the number of skilled and highly qualified Saudi national nurses for a takeover of the nursing workforce. Thus, it is worthwhile for the government and private sector universities to invest in the HFS program to enhance the learning experience, competence, and efficiency to accelerate the labor participation rate of Saudi Arabian nurses. 2024-11-22 20:44 uuid:42CA72CA-5439-4C71-81B9-58BD02E5DC50 17232_ab172223d360461.pdf Apriza Thesis |
| spellingShingle | 2025_The Effectiveness Of Using High Fidelity Simulation On Cognitive, Practical, And Affective Outcomes Of Saudi Nursing Students |
| state | Terengganu |
| subject | Dissertations, Academic Experiential Learning – Nursing education Teaching Methods – Nursing Education Clinical Competence – Evaluation Cognitive Learning – Assessment |
| summary | High-fidelity simulation (HFS) is a cutting-edge technological innovation that replicates real-life clinical experiences, offering numerous benefits in healthcare education for medical and nursing students. Recognizing the importance of a skilled nursing workforce, the Saudi Government has set its sights on increasing the labour force participation rate of Saudi nationals in nursing. To support this goal, the government has implemented educational frameworks that aim to enhance nursing education. However, empirical studies examining the impact of simulation on learning outcomes among nursing students in Saudi Arabia are scarce. Therefore, it is essential to investigate the effectiveness of high-fidelity simulation training programs in improving the knowledge, skill performance, learning satisfaction, critical thinking, and self-confidence among Saudi undergraduate nursing students. By filling this research gap, valuable insights can be gained to improve educational policies and enhance nursing education practices in Saudi Arabia. Thus, this study aimed to assess the effectiveness of high-fidelity simulation (HFS) training programs on undergraduate nursing students' knowledge, skill performance, learning satisfaction, critical thinking, and self-confidence, using the Jeffries Simulation Framework 2012. A pretest-post-test quasi-experimental design was employed, involving 90 undergraduate nursing students (level 4 to level 8) from two universities in Al-Madinah Al-Munawwarah city. The study was conducted during the second semester of the academic year 2022–2023. The design included two observations over a period of one month. The students were divided into intervention and control groups. The interventional group received high-fidelity simulation training, whereas the control group received traditional training. A comparison of the effectiveness of both programs on nursing students’ learning outcomes was done using t-test and Analysis of Covariance (ANCOVA) while controlling students’ characteristics comprising demographics (gender, marital status, and age) and academic attributes (GPA and clinical training courses attended). The results indicated significant improvements in all learning outcomes among the intervention students in the post-test period. No significant difference was observed among the control group. The average total learning scores among the traditional group (control group) were not significantly different in the pre-test (M = 229.7, SD = 30.4) and the post-test period (M = 233.2, SD = 36.5). The intervention group’s average total learning scores were significantly higher in the post-test (M = 300.6, SD = 33.5) than in the pre-test period (M = 227.1, SD = 24.0). Additionally, GPA strongly predicted clinical learning students' outcomes, with students with higher GPAs tending to score higher. In contrast, the academic level significantly negatively predicted nursing students’ learning outcomes. Gender, marital status, and age were non-significant predictors of clinical learning scores. The study provides sufficient evidence that the Saudi Government has to adopt the simulation program in nursing education to accelerate the number of skilled and highly qualified Saudi national nurses for a takeover of the nursing workforce. Thus, it is worthwhile for the government and private sector universities to invest in the HFS program to enhance the learning experience, competence, and efficiency to accelerate the labor participation rate of Saudi Arabian nurses. |
| title | 2025_The Effectiveness Of Using High Fidelity Simulation On Cognitive, Practical, And Affective Outcomes Of Saudi Nursing Students |
| title_full | 2025_The Effectiveness Of Using High Fidelity Simulation On Cognitive, Practical, And Affective Outcomes Of Saudi Nursing Students |
| title_fullStr | 2025_The Effectiveness Of Using High Fidelity Simulation On Cognitive, Practical, And Affective Outcomes Of Saudi Nursing Students |
| title_full_unstemmed | 2025_The Effectiveness Of Using High Fidelity Simulation On Cognitive, Practical, And Affective Outcomes Of Saudi Nursing Students |
| title_short | 2025_The Effectiveness Of Using High Fidelity Simulation On Cognitive, Practical, And Affective Outcomes Of Saudi Nursing Students |
| title_sort | 2025_the effectiveness of using high fidelity simulation on cognitive, practical, and affective outcomes of saudi nursing students |