Effects of an integrated simulation-based resuscitation skills training with clinical practicum on mastery learning and self-efficacy in nursing students

Background: This study evaluates the effectiveness of integrated simulation-based resuscitation skills training combined with a clinical practicum by assessing nursing students' knowledge, psychomotor skills, and self-efficacy. Methods: In a pretest-posttest design, 255 second-year nursing students participated in an emergency nursing clinical course consisting of a two-hour simulation-based resuscitation skills training component along with an 80-hour clinical placement in an emergency department. Knowledge, self-efficacy, and psychomotor skill errors were measured. Analyses of pre- and post-test data were performed on three subgroups: the simulation-only group, the simulation with clinical observation group, and the simulation with clinical performance group. Students were divided into these groups based on resuscitation experiences during their clinical practicum in the emergency department. Results: Mean scores of knowledge (z = -13.879, p <.001) and self-efficacy (z = -10.969, p <.001) significantly improved after the clinical practicum compared to baseline. Knowledge (F = .502, p = .606), psychomotor skill error (F = 1.587, p = .207), and self-efficacy (F = .481, p = .619) did not significantly differ among the three subgroups after controlling for two covariates (age, Basic Life Support certification) in the analysis of covariance models. Conclusion: Integrated simulation-based resuscitation skills training combined with a clinical practicum might be beneficial for enhancing mastery learning and self-efficacy in nursing students through learner engagement and feedback.