Simulation in Saudi Arabian nursing education: Implications for student learning and patient safety

Abstract

This study seeks to determine the significance of simulation for the learning competencies of student nurses at the University of Hail. It examines student profiles, primarily reflected by academic indicators, alongside student responses to a questionnaire about the elements of simulation and the importance of academic indicators to each element. The target outcomes of simulation include but are not limited to the satisfaction of learning needs and competencies by the simulation activities and a degree of mastery in the students. The study utilized a non-experimental, descriptive design and employed the student version of the simulation design scale as its instrument. It consisted of 20 items and indicators that were further divided into four sections; each section asked different questions about the simulation's objectives and information; the support offered; the potential for problem solving and feedback/guided reflection; and its fidelity or realism. The findings revealed no significant correlation between the 202 student-nurse participants' profiles and their responses to the questionnaire on the elements of simulation. This study illustrates two important aspects of nursing education in Saudi Arabia that are also pertinent to the practice of nursing education around the world. Simulation is a learning technique that allows for the maximization of instruction to nursing students by allowing them to commit errors, learn from them and avoid committing them in clinical settings with real patients. Simulation allows errors to be committed during the learning process using dummies and under the expert guidance of instructors; it, therefore, promotes a safe clinical environment for patients and a safe working environment for students.

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