Predictors of satisfaction and self-confidence in simulation learning among healthcare students in Vietnam

Abstract

Background

Simulation-based learning is increasingly used in healthcare education to enhance students’ clinical competence, satisfaction, and self-confidence. While simulation has been widely adopted in Vietnam, evidence on its effectiveness and the factors influencing learner outcomes remains limited.

Purpose

This study aimed to assess the levels of satisfaction and self-confidence among healthcare students following simulation-based learning and to identify key predictors of these outcomes.

Methods

A cross-sectional study was conducted among 284 undergraduate healthcare students from various disciplines at a private university in Vietnam. Data were collected using the Student Satisfaction and Self-Confidence in Learning Scale and the Simulation Design Scale. Descriptive statistics, Mann-Whitney U, Kruskal-Wallis tests, and multiple linear regression were used to analyze the data.

Results

Participants reported high satisfaction (4.31 ± 0.77) and self-confidence (4.24 ± 0.67) scores. The Simulation Design Scale was the strongest predictor of both satisfaction (β = 0.823, p < .001) and self-confidence (β = 0.819, p < .001). Academic performance also significantly predicted satisfaction (β = 0.083, p = .013) and self-confidence (β = 0.096, p = .004). Additionally, students’ perception of the debriefing session significantly influenced satisfaction (β = 0.083, p = .017). The regression models explained 71.6% and 71.3% of the variance in satisfaction and self-confidence, respectively.

Conclusion

Simulation-based learning is an effective strategy for enhancing satisfaction and self-confidence among healthcare students. Simulation design quality, academic performance, and the debriefing experience are critical elements influencing student outcomes. These findings support the continued integration and refinement of simulation in health professions education in Vietnam.