Effect of Simulation-Based and Demonstration-Based Teaching on Students' Confidence
DOI:
https://doi.org/10.5281/zenodo.17073223Abstract
Abstract Views: 752
Demonstration-based teaching (DBT) is based on the notion that instructors perform procedures, and students observe them so that they can practice and implement them. Simulation-based Education (SBE) offers realistic clinical scenarios using manikins and standardized patients, allowing practice in a controlled environment that heightens their confidence. To compare the effectiveness of SBE and DBT on nursing students' confidence level score while performing a specific skill, the quasi-experimental post-test design was applied to two non-randomized groups comprising BSN students. A proportional purposive sampling technique was used. A structured questionnaire adapted from Generalized Self-Efficacy Scale was used to measure confidence. The questionnaire consisted of two parts: demographic information and confidence assessment items. Simple descriptive statistics were calculated to compare both groups' mean, median, and standard deviation of confidence level scores. Nursing students taught through SB showed higher confidence than those taught through DBT, with less response variability. This indicates that simulation offers a more consistent experience. Simulation is an interactive technique that promotes greater engagement, transforms into more uniform learning, and improves nursing students' confidence in abdominal health assessment.
Keywords:
Demonstration-based teaching, Nursing students, Simulation-based teaching, Students' confidenceReferences
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