Designing, using and evaluating the effects of nursing clinical skills training software on the clinical skill level and satisfaction of nursing students.

Introduction: The integration of new educational tools and technologies has the potential to enhance nursing students' motivation and engagement. However, existing training often fails to ensure retention and timely application of clinical skills in real, high-stress hospital settings, leading to gaps between what is taught and what is performed in practice. This study proposes the design and use of educational software targeted at nursing clinical skills, aligned with the current level of clinical proficiency of nursing interns, with the aim of bridging the gap between theoretical knowledge and practical performance in clinical environments.

Method: This semi experimental study focused on 60 6th-semester students and 60 8th-semester interns who were Bachelor of Nursing students at Shahrekord University of Medical Sciences in 2024. The samples were selected via a simple sampling method and divided into two control and intervention groups through the random allocation (even-odd) assignment). The designed software was then installed on the mobile phones of the students in the intervention group, and the level of clinical skill and stress of the students was measured through a questionnaire, their performance was observed, and the skill evaluation checklist was completed.

Results: Of the 60 samples in the study group, the majority were 51 (85%) who said that the information provided in the software was properly categorized (51 (85%)), that the software met the individual's information needs, that the methods were performed correctly (56 (93%)). The types of skills that were examined in this study included checking vital signs, changing dressings, preparing serum, drawing medicine, inserting IV line, injecting, suctioning, performing heart auscultation, and inserting a gastric tube. The intervention group achieved a higher average score across all skills compared with the control group after training with the software (p < 0.05).

Conclusion: This study indicates that incorporating educational simulation software as a supplement to traditional lectures and to hospital-based clinical practice may enhance students' knowledge and skill. However, limitations such as single-site sample and the potential variability in implementation across instructors and clinical settings; reliance on self-reported outcomes could have influenced responses. Future research should employ examine long-term retention and impact on patient care outcomes and explore stakeholder experiences to identify best practices for integrating educational simulation into nursing curricula.