Satisfaction and Self-Confidence of Undergraduate Nursing Students with Simulation-Based Learning Experiences


  • Mamoona Iram
  • Naghma Rizvi
  • Nazia Ilyas
  • Eunice Siaty
  • Afshan Nazar
  • Zohra Kurji



Simulation, Simulation-based learning, Satisfaction, Self-confidence, Nursing student


Background: Hands-on patient care could be best experienced through clinical rotations; however, opportunities for direct patient care for student nurses are limited due to lack of clinical sites and availability of patients, faculty shortages, and some ethical and safety concerns. The purpose to measure the satisfaction and self-confidence of nursing students with their simulation-based learning. Methodology: This study used an analytic cross-sectional design. The study was conducted at a private university in Karachi, Pakistan, and recruited 230 nursing students using a total population sampling technique. A self-reporting questionnaire was used to collect data. ANOVA was used to see the differences in the mean scores, and Pearson correlation was used to assess the correlation between satisfaction and self confidence. Results: The overall mean + SD of satisfaction was 75.80 + 8.93 and for self-confidence was 32.59 + 3.61. Findings revealed a significant difference in mean scores of satisfaction and self-confidence among the study groups, p < 0.05. A strong positive correlation, Pearson r = 0.725, p = 0.001, was revealed between the satisfaction and self-confidence. Conclusion: The study discovered that simulation-based learning plays a significant role in increasing satisfaction and in building the self-confidence of nursing students, so it should be made a part of their curriculum, and integrated into all possible courses in the undergraduate nursing programs.


2023-01-09 — Updated on 2023-02-25


How to Cite

Iram, M. ., Rizvi, N. ., Ilyas, N. ., Siaty, E. ., Nazar, A. ., & Kurji, Z. . (2023). Satisfaction and Self-Confidence of Undergraduate Nursing Students with Simulation-Based Learning Experiences. Annals of King Edward Medical University, 28(4), 405-410. (Original work published January 9, 2023)




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