Effectiveness of Simulation-Based Learning in Nursing Education in Relation to Student Skills Development

Simulation-based learning (SBL) has become an essential component of nursing education, bridging the gap between theoretical knowledge and clinical practice. This study examines the effectiveness of SBL in enhancing nursing students' skills development. A descriptive-correlational research design was employed. Data were collected through structured surveys assessing the effectiveness of SBL and its impact on clinical, communication, and critical thinking skills. Statistical analyses were conducted to determine relationships and differences based on demographic factors. The findings indicate that SBL is highly effective (Mean = 4.39) across concrete experience, reflective observation, abstract conceptualization, and active experimentation. Students demonstrated strong communication (Mean = 4.10) and critical thinking skills (Mean = 4.37); however, their clinical skills were rated at an average level (Mean = 2.48). A significant positive relationship was found between SBL effectiveness and students’ skills development. Additionally, demographic factors such as year level influenced students’ perceptions of SBL effectiveness, with fourth-year students rating it the highest. The results highlight the need to further enhance clinical skill development within SBL frameworks. The study recommends increased hands-on training, structured feedback mechanisms, and institutional investments in simulation resources.SBL is a crucial strategy in nursing education, significantly improving student competencies. Strengthening its integration into curricula and expanding research into advanced simulation technologies can further enhance nursing education outcomes.