The impact of simulation-based emergency training on novice critical care nurses: a quasi-experimental study.

Abstract

Objectives: This quasi-experimental study evaluated the impact of simulation-based emergency training on novice critical care nurses' knowledge, skills, and confidence compared to traditional clinical teaching, aiming to enhance their preparedness for high-pressure emergency scenarios.

Methods: A pretest-posttest non-equivalent control group design was conducted in a Taiwan medical center's critical care unit from October 2023 to January 2024. Sixty-seven nurses with less than two years of experience were recruited via convenience sampling and assigned to an experimental group (n=32, simulation-based training) or a control group (n=35, traditional teaching). The experimental group underwent an OSCE-based intervention with three stations. Data were collected using the Nursing Competency Questionnaire, OSCE scoring rubric, and Learning Satisfaction Scale. Paired and independent t-tests with effect sizes (Cohen's d) were used for analysis.

Results: The simulation group showed significant improvements in skills (t₍₃₁₎ = 1.92, p = .016, d = .34) and confidence (t₍₃₁₎ = 2.92, p = .004, d = .40); the traditional group improved in confidence only (t₍₃₄₎ = 2.24, p = .027, d = .33). No significant between-group differences were found (e.g., skills: t₍₆₅₎ = 1.29, p = .201, d = .33).

Conclusions: Simulation-based training effectively enhances skills and confidence in novice critical care nurses, complementing traditional methods. Integrating both approaches can optimize training outcomes, improving patient safety and nurse retention in medical education. These findings advocate for incorporating simulation into nursing curricula to better prepare novice nurses for emergency care. Future research should explore multi-center studies with objective measures.