Rateb, D., Ghazi, C., Moore, B., Ali, Z. (2025). Assessing the Effect of Simulation-based Learning on Students’ Self-Efficacy and Performance: A Comparison Between Instructor and Student Self-Assessment. Helwan International Journal for Nursing Research and Practice, 4(10), 261-271. doi: 10.21608/hijnrp.2025.364072.1293
Doha Rateb; cheherezade Mohamed Ghazi; Brenda Moore; Zeinab Hussien Ali. "Assessing the Effect of Simulation-based Learning on Students’ Self-Efficacy and Performance: A Comparison Between Instructor and Student Self-Assessment". Helwan International Journal for Nursing Research and Practice, 4, 10, 2025, 261-271. doi: 10.21608/hijnrp.2025.364072.1293
Rateb, D., Ghazi, C., Moore, B., Ali, Z. (2025). 'Assessing the Effect of Simulation-based Learning on Students’ Self-Efficacy and Performance: A Comparison Between Instructor and Student Self-Assessment', Helwan International Journal for Nursing Research and Practice, 4(10), pp. 261-271. doi: 10.21608/hijnrp.2025.364072.1293
Rateb, D., Ghazi, C., Moore, B., Ali, Z. Assessing the Effect of Simulation-based Learning on Students’ Self-Efficacy and Performance: A Comparison Between Instructor and Student Self-Assessment. Helwan International Journal for Nursing Research and Practice, 2025; 4(10): 261-271. doi: 10.21608/hijnrp.2025.364072.1293
Assessing the Effect of Simulation-based Learning on Students’ Self-Efficacy and Performance: A Comparison Between Instructor and Student Self-Assessment
1Fundamental of nursing, Faculty of Nursing, Badr University in Cairo
2Dean of Faculty of Nursing, Badr University in Cairo.
3Nelda C. Stark College of Nursing, Texas Woman's University
4Medical surgical. Faculty of Nursing, Helwan University
Abstract
Background: Simulation-based learning (SBL) has become an integral component of nursing education, enhancing students' clinical skills, self-efficacy, and learning satisfaction in a safe, controlled environment. Despite its growing implementation, a need remains to assess its impact on first-year nursing students' competence and confidence. Aim: This study aimed to evaluate the effect of simulation-based learning on nursing students' self-efficacy and compare student self-assessment and instructor assessment. Design: A quasi-experimental research design was utilized. Setting: The study was conducted within the simulation laboratory at the Faculty of Nursing, Badr University in Cairo. Subjects: A purposive sample of 81 first-year nursing students was selected for the study. Tools: Data collection was conducted using seven tools: (1) Demographic data and Student Engagement in Simulation-Based Learning data, (2) Generalized Perceived Self-Efficacy Scale (GPSS) to assess self-efficacy, (3) Creighton Simulation Evaluation Instrument (C-SEI) to evaluate clinical performance. Results: Most students were between 15 and 18 years old, with an average age of 17.97±1.73 years. Most participants were female (71.6%) and from rural areas (67.9%). Nearly all students engaged in simulation activities 1-2 times using a single method. Conclusion: This study reveals significantly improved self-efficacy, the present study reveals statistically significant differences between student self-assessment and instructor assessment across all performance items (p < 0.001) before the program, but the difference after was minimalRecommendations: Continuously implementing and expanding simulation-based education within nursing curricula is recommended, ensuring structured debriefing sessions and diverse clinical scenarios to maximize learning outcomes.
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