Effectiveness of Repeated Standardized Patient Simulations on Self-Efficacy and Attitude Toward End-of-Life Care Among Senior Nursing Students in Türkiye: A Quasi-Experimental Design
SESAM Annual Meetings Valencia, Valencia, İspanya, 25 - 27 Haziran 2025, cilt.10, sa.35, ss.8-9, (Özet Bildiri)
- Yayın Türü: Bildiri / Özet Bildiri
- Cilt numarası: 10
- Basıldığı Şehir: Valencia
- Basıldığı Ülke: İspanya
- Sayfa Sayıları: ss.8-9
- İstanbul Medipol Üniversitesi Adresli: Evet
Özet
Introduction: context and hypothesis/aims Standardized patient simulations have emerged as a valuable method for preparing nursing students to provide end-of-life (EOL) care, enhancing their communication skills and self-efcacy in complex scenarios (1–3). These simulations provide a realistic learning environment for students to engage in challenging patient care conversations and address the emotional dimensions often absent in traditional clinical training (4,5). Previous studies indicate that repeated exposure to EOL simulations improves nursing students’confdence, readiness, and ability to manage sensitive discussions with patients and families (5,6). Furthermore, incorporating such training into nursing curricula can bridge the gap between theoretical knowledge and practical skills, ultimately better-preparing students for real-world care situations (3,5). This study explored the efectiveness of repeated standardized patient simulations on the attitudes and self-efcacy of senior nursing students in Türkiye. Methods and results: description of the methods used/study design/data collection. Presentation of the results addressing the study hypothesis/aims A quasi-experimental design with a control group was conducted with 77 senior nursing students at a private, accredited nursing program in Istanbul, Türkiye. The intervention group participated in a simulation, and the control group experienced three simulations. Personal information form, EOL and Postmortem Self-Efcacy Scale, and Frommelt Attitudes Toward Care of the Dying Scale were used for data collection. This study was approved by an ethics review committee (Decision Number: 247, Date: 29.02.2024). There was a statistically signifcant improvement in the intervention and control groups between the pre-test and post-test for self-efcacy (p<0.001; p<0.001) and positive attitudes (p<0.001; p<0.05). The self-efcacy of the intervention group was statistically higher than that of the control group in the post-test (p<0.05). There was no statistical diference in the intervention and control groups for attitudes in the post-test (p>0.05). Discussion of the impact/outcome, and novelty of the Research The study results demonstrated that repeated standardized patient simulations signifcantly enhance self-efcacy in EOL care, which aligns with previous studies (1,5). The heightened self-efcacy implies that repetitive exposure aids students in feeling more adept at managing intricate care scenarios, ultimately fostering greater confdence in real-life settings (2,3). Nevertheless, there was no signifcant diference in attitudes toward EOL care, indicating mixed results observed in prior studies where afective outcomes were more challenging to infuence through simulation alone (4,5). This underscores the potential necessity of further integrating complementary educational strategies, such as refective debriefng or mentoring, to infuence attitudes (6). The study’s novelty lies in its emphasis on repeated standardized patient interactions. These interactions ofer a realistic, dynamic learning experience that equips students for EOL care better than single or less immersive simulations.
Keywords End-of- life care, nursing students, simulation-based learning