Assessing the Effect of Simulation-based Learning on Students’ Self-Efficacy and Performance: A Comparison Between Instructor and Student Self-Assessment

Abstract

Background: Simulation-based learning (SBL) has become an integral component of nursing education, enhancing students' clinical skills, self-efficacy, and learning satisfaction in a safe, controlled environment. Despite its growing implementation, a need remains to assess its impact on first-year nursing students' competence and confidence. Aim: This study aimed to evaluate the effect of simulation-based learning on nursing students' self-efficacy and compare student self-assessment and instructor assessment. Design: A quasi-experimental research design was utilized. Setting: The study was conducted within the simulation laboratory at the Faculty of Nursing, Badr University in Cairo. Subjects: A purposive sample of 81 first-year nursing students was selected for the study. Tools: Data collection was conducted using seven tools: (1) Demographic data and Student Engagement in Simulation-Based Learning data, (2) Generalized Perceived Self-Efficacy Scale (GPSS) to assess self-efficacy, (3) Creighton Simulation Evaluation Instrument (C-SEI) to evaluate clinical performance. Results: Most students were between 15 and 18 years old, with an average age of 17.97±1.73 years. Most participants were female (71.6%) and from rural areas (67.9%). Nearly all students engaged in simulation activities 1-2 times using a single method. Conclusion: This study reveals significantly improved self-efficacy, the present study reveals statistically significant differences between student self-assessment and instructor assessment across all performance items (p < 0.001) before the program, but the difference after was minimalRecommendations: Continuously implementing and expanding simulation-based education within nursing curricula is recommended, ensuring structured debriefing sessions and diverse clinical scenarios to maximize learning outcomes.