The effects of simulation-based pediatric nursing laboratory education on nursing students' clinical competence, self-efficacy, and worry: A randomized controlled trial.
AIM The primary outcome of this study was pediatric nursing competency following simulation-based laboratory practice in the pediatric nursing course, while the secondary outcomes included clinical worry and comfort, medication self-efficacy and knowledge related to vital signs assessment. BACKGROUND Simulation-based education provides nursing students with structured clinical experience in a safe, controlled environment. The quality and effectiveness of education are crucial to training competent professionals with theoretical knowledge and professional skills in pediatric nursing. DESIGN A pre-test and post-test, randomized controlled trial. METHODS The study was conducted in the nursing department of a university in northern Turkey during the 2023-2024 academic year. A total of 120 third-year nursing students were randomly assigned to either the experimental group (n = 60) or the control group (n = 60). Students in the experimental group received a two-day (16-hour) simulation-based pediatric nursing laboratory program, while the control group received a traditional laboratory education of equal duration. RESULTS No statistically significant between-group differences were observed in scale scores at baseline, post-intervention, or 2-month follow-up assessments. However, both groups demonstrated statistically significant improvements over time in several outcomes (p < 0.05), although these improvements were not consistently greater in the experimental group. CONCLUSION Simulation-based pediatric nursing laboratory education may be associated with improved clinical competence, self-efficacy and clinical comfort and reduced worry among nursing students; however, the findings should be interpreted cautiously given the limited between-group differences.