Comparative study on the effects of role changes in simulation training among Korean nursing students

Abstract

Background

Simulation education, based on experiential learning, helps nursing students develop coping strategies through reflective problem-solving in a safe environment. This enhances their ability to respond to similar new experiences and improves their caring abilities. Most nursing schools use simulation education, although the applications vary. This study identified a more effective simulation teaching method for nursing students by comparing the effects between two groups: one that performs one role per scenario and another that rotates through multiple roles per scenario.

Methods

Using a randomized control group pre-post design, we equally divided 62 students aged ≥19 years enrolled at a university in Changwon city, South Korea into a single-scenario role rotation group (SRRG) and a multiscenario role fixation group (MRFG). Data were analyzed by performing χ² tests, independent t-tests, and paired t-tests.

Results

Learning confidence and critical thinking significantly changed in the SRRG; clinical competency significantly changed in the MRFG.

Conclusions

Exposure to multiple scenario simulations improves clinical competency. Changing roles in a single scenario boost learning confidence and critical thinking disposition.