Does Clinical Simulation Learning Enhance Evidence-Based Practice? A Quasi-Experimental Study Involving Nursing Students

Leal-Costa, César; Carrasco-Guirao, José Jorge; Adánez-Martínez, María Gracia; Ramos-Morcillo, Antonio Jesús; Ruzafa-Martínez, María; Suárez-Cortés, María; Jiménez-Ruiz, Ismael; Molina-Rodríguez, Alonso; Díaz-Agea, José Luis

doi:10.1016/j.ecns.2023.101494

Cited by 3 publications

(2 citation statements)

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“…This is because students actively address the challenges of finding the best evidence for the simulation. They must formulate research questions and critically appraise identified articles [ 28 ]. From the initial phase preceding the simulation (pre-briefing), students are forced to search for evidence relevant to the scenarios and learning objectives.…”

Section: Discussionmentioning

confidence: 99%

“…This approach provides an opportunity to incorporate EBP into the learning scenario objectives [ 26 ]. Simulations can be valuable in teaching nursing students EBP competencies [ 27 , 28 ]. Although there is no direct scientific evidence, it is suggested that the EBP competencies of nursing students could enhance their performance in real and simulated clinical practice.…”

Section: Introductionmentioning

confidence: 99%

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Exploring How Evidence-Based Practice, Communication, and Clinical Simulation Outcomes Interact in Nursing Education: A Cross-Sectional Study

Carrasco-Guirao,

Leal-Costa,

Castaño-Molina

et al. 2024

Nursing Reports

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(1) Background: Clinical simulation is an educational approach that aims to replicate real-life scenarios. Its primary goal is to help nursing students acquire the necessary knowledge and skills to perform effectively in clinical settings. This study focuses on the relationship between communication skills, evidence-based practice (EBP), and clinical simulation. We aimed to assess how communication skills and EBP competencies affect nursing students’ performance in simulated clinical scenarios. (2) Methods: We conducted an observational, cross-sectional study with 180 third-year nursing students at the University of Murcia. We used validated instruments to evaluate the students’ EBP competencies, communication skills, non-technical skills, and nursing interventions in simulated scenarios. (3) Results: The results showed that the students had varying competencies in EBP and communication skills. However, there was a positive and statistically significant correlation (p < 0.001) between these variables, non-technical skills, and the simulated clinical scenario nursing interventions. Our regression models revealed that communication skills and EBP competence significantly influenced the performance of the student nurses regarding their clinical and non-technical skills in the simulated scenarios. (4) Conclusions: Communication skills and EBP competencies predict performance in simulated scenarios for nursing students.

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Section: Discussionmentioning

confidence: 99%