Effects of electronic fetal monitoring simulation with problem‐based learning on nursing students' performance confidence, clinical judgment, and knowledge

Abstract

AimThis study aimed to determine the effects of an electronic fetal monitoring simulation with problem‐based learning (EFM SPBL) program based on the Clinical Judgment Model.MethodsThird‐year nursing students were randomly allocated to the control (n = 46) or experimental groups (n = 46). The control group participated in the conventional clinical practice, while the experimental group participated in the EFM SPBL program. The students completed a structured questionnaire on Google surveys.ResultsNursing performance confidence (t = 10.72, p < .001) and clinical judgment (t = 2.53, p = .015) increased significantly in the experimental group.ConclusionsThis study recognized improvement in students' clinical judgment in the context of learning transfer. A standardized SPBL with various cases is recommended.