Perceived Impact of Simulation-Based Learning on Knowledge and Skill Development among Undergraduate Nursing Students Perceived Impact of Simulation-Based Learning on Knowledge and Skill Development among Undergraduate Nursing Students

Abstract

Background: Simulation-based learning has become an effective educational strategy in nursing education by providing a safe and realistic environment where students can develop clinical knowledge and practical skills without compromising patient safety. Despite its widespread adoption internationally, evidence regarding its effectiveness in Pakistan remains limited.

Objective: To assess undergraduate nursing students' perceptions of simulation-based knowledge acquisition and skill development and to compare these perceptions according to demographic characteristics (gender, age group, and year of study).

Methods: A descriptive quantitative cross-sectional study was conducted among 170 undergraduate BSN students at the Lahore School of Nursing, The University of Lahore. Participants were selected through purposive sampling. Data were collected using a structured questionnaire consisting of items assessing knowledge acquisition and skill development through simulation-based learning. Data were analyzed using SPSS version 25. Descriptive statistics, including frequencies and percentages, were used to summarize participant characteristics and outcome variables, while one-way ANOVA was used to examine associations between demographic variables and simulation-based learning outcomes.

Results: Of the 170 participants, 71.8% were male and 28.2% were female. Most participants (54.7%) were aged 21–25 years, while 52.4% were first-year students. Regarding knowledge acquisition, 41.8% of participants demonstrated high knowledge development and 24.7% demonstrated excellent knowledge development. For skill development, 39.4% achieved high skill development and 13.5% achieved excellent skill development. Higher knowledge and skill scores were observed among students aged 21–25 years and second-year students compared with younger and first-year students. Male participants also showed slightly higher proportions of high knowledge and skill scores than female participants.

Conclusion: Simulation-based learning was positively associated with improved knowledge acquisition and skill development among undergraduate nursing students. The findings support the integration of simulation into undergraduate nursing curricula to strengthen clinical competence, critical thinking, and decision-making skills. Expanding simulation-based education in nursing institutions may contribute to producing more competent graduates and improving the quality of patient care in Pakistan.