RESEARCH ARTICLE
Nursing Students’ Perception of Clinical Simulation in the Eastern Region of Saudi Arabia
Nabat Al Malki1, Amani Almutairi1, *, Bayan Alsulami1, Haneen Altwairqi1, Ibtihal Alruwaybie1, Manal Albugami1, Mawahib Al Malki1
Article Information
Identifiers and Pagination:
Year: 2023Volume: 17
E-location ID: e18744346274677
Publisher ID: e18744346274677
DOI: 10.2174/0118744346274677231106112844
Article History:
Received Date: 22/08/2023Revision Received Date: 18/09/2023
Acceptance Date: 22/09/2023
Electronic publication date: 13/11/2023
Collection year: 2023
open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: https://creativecommons.org/licenses/by/4.0/legalcode. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Abstract
Background:
Simulation in nursing has advantages for performance, psychomotor skills, and clinical learning. In addition, simulation has been reported to show a positive impact, which may guide nurse instructors with regard to the conditions beyond which patient simulation is more practical than the traditional learning style.
Objective:
The study aimed to evaluate the perceptions of nursing students studying at the College for Health Sciences in the eastern region of Saudi Arabia.
Methods:
A quantitative study design was used in this study. A descriptive survey was conducted using a convenience sample of nursing students at the College for Health Sciences in the eastern region of Saudi Arabia. The questionnaire consisted of 10 questions presented on a four-point Likert scale.
Results:
A total of 103 nursing students participated in the study with a response rate of 85%. The majority (70%) were Bachelor program students, while 30% were Bridging program students. Most respondents’ age ranged between 18–22 (55%). The respondents' level of the program that they were enrolled in while taking the survey was as follows: first year (17%), second year (20%), third year (28%), and fourth year (35%). Students demonstrated the strongest agreement with the statement “simulation helped in better understanding the concepts in the clinical setting” with a mean of 3.0. However, the lowest mean score of 2.74 was for the statement “simulation was realistic and students experienced nervousness during their simulation sessions”.
Conclusion:
The results conclude that simulations help students better understand concepts in clinical settings, provide them with valuable learning experiences, and help them stimulate critical thinking abilities.
