The Impact of Clinical Simulation on Nursing Students' Competence at University of Maiduguri Teaching Hospital
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Background of the Study
Clinical competence is a fundamental requirement for nursing students, ensuring their ability to provide safe and effective patient care upon graduation (WHO, 2024). The transition from theoretical learning to practical application requires hands-on experience, yet traditional clinical placements often present challenges such as limited patient availability, high patient acuity, and restricted opportunities for skill acquisition (Ahmed et al., 2023). Clinical simulation has emerged as an innovative educational tool designed to bridge this gap, providing students with a controlled and risk-free environment to practice critical skills, improve decision-making, and enhance confidence (Smith & Jones, 2023).
Simulation-based education incorporates high-fidelity manikins, virtual patients, and standardized patients to create realistic clinical scenarios, enabling students to practice and refine their skills before engaging in real-life patient care (Miller et al., 2024). Research suggests that simulation enhances cognitive, psychomotor, and affective learning domains, thereby improving overall clinical competence (Taylor & Brown, 2023). The use of simulation in nursing education aligns with global efforts to improve healthcare quality by ensuring that graduates are well-prepared to meet the demands of the profession (NCSBN, 2024).
At the University of Maiduguri Teaching Hospital (UMTH), nursing students face several challenges during clinical rotations, including overcrowded clinical settings, limited supervision, and variability in clinical experiences. As a result, clinical simulation has been introduced as a supplementary teaching strategy to enhance skill acquisition and competence development. However, there is limited empirical research assessing its impact on nursing students’ competence at UMTH, making it necessary to evaluate its effectiveness in improving clinical performance.
Statement of the Problem
Despite the increasing integration of clinical simulation into nursing curricula worldwide, its impact on nursing students' competence remains a subject of debate, particularly in resource-limited settings (Hassan et al., 2024). Traditional clinical training methods are often inconsistent, leading to gaps in students' preparedness for real-world practice (Ogunleye et al., 2023). While some studies have highlighted the benefits of simulation-based learning, there is limited evidence specifically addressing its effectiveness at UMTH.
Nursing students at UMTH experience challenges such as inadequate patient exposure, insufficient preceptor guidance, and lack of standardized clinical experiences, all of which can hinder competence development (Adamu & Yusuf, 2023). The implementation of clinical simulation aims to mitigate these challenges by providing structured learning opportunities. However, without proper evaluation, the extent to which simulation contributes to competence remains unclear. This study seeks to examine the impact of clinical simulation on nursing students' competence at UMTH, with a focus on knowledge acquisition, skill performance, and clinical decision-making.
Objectives of the Study
1. To assess the effect of clinical simulation on nursing students' theoretical knowledge at UMTH.
2. To evaluate the impact of clinical simulation on nursing students' practical skill acquisition at UMTH.
3. To determine the influence of clinical simulation on nursing students' confidence and decision-making abilities at UMTH.
Research Questions
1. How does clinical simulation affect nursing students' theoretical knowledge at UMTH?
2. What is the impact of clinical simulation on nursing students' practical skill acquisition?
3. How does clinical simulation influence nursing students' confidence and clinical decision-making?
Research Hypotheses
1. Clinical simulation significantly improves nursing students' theoretical knowledge at UMTH.
2. Clinical simulation enhances nursing students' practical skill acquisition compared to traditional clinical training alone.
3. Nursing students exposed to clinical simulation demonstrate higher confidence and better clinical decision-making than those without simulation training.
Scope and Limitations of the Study
This study will focus on nursing students at UMTH who have participated in clinical simulation training. It will assess various aspects of competence, including theoretical knowledge, practical skills, and decision-making abilities. Limitations include potential bias in self-reported data, variability in simulation exposure, and the inability to control external factors affecting competence development.
Definitions of Terms
• Clinical Simulation: A teaching strategy that uses simulated clinical scenarios to train students in a risk-free environment.
• Competence: The ability of nursing students to integrate knowledge, skills, and attitudes for effective patient care.
• Decision-Making: The process of making clinical judgments based on knowledge and experience.
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