Development and validation of simulation teaching strategies in an integrated nursing practicum

Abstract

Background: Simulation is an effective teaching method for nursing education. Aim: This study evaluated the effects of simulation teaching strategies applied to an integrated nursing practicum based on the Jeffries Simulation framework on the critical thinking disposition, general self-efficacy, and learning motivation of senior nursing students. Methods: Using a prospective, one-group, pre- and post-test design, 69 Korean students from one university participated in a 30-h simulation-based practicum consisting of three sections: prerequisite learning, scenario implementation, and debriefing. Findings: Students showed significant improvements over time in critical thinking disposition (p < 0.001), general self-efficacy (p = 0.001), and learning motivation (p < 0.001). Discussion: These findings suggest that a simulation-based practicum based on the Jeffries Simulation framework would be an effective learning method to facilitate critical thinking disposition, improve general self-efficacy, and enhance learning motivation. Conclusion: Simulation teaching strategies might be used in clinical education to increase students’ competencies. In addition, Jeffries Simulation Framework would be useful one to develop simulations and evaluate outcomes for simulation practicum.