Effect of Repeated simulation experience on perceived self-efficacy among undergraduate nursing students

Introduction: Simulation is an innovative teaching pedagogy commonly used in nursing education. Simulationbased nursing education increases the clinical competency of nursing students. However, it is unknown if the repetitive practice of skills through simulation results in long-term retention of both low- and high-complexity skills. Objectives: The objective of the study was to evaluate the effect of repeated simulation experience post debriefing on the undergraduate nursing students' self-efficacy. Methods: A quasi-experimental one-group repeated measures design was used. A convenience sample involving undergraduate nursing students enrolled in "Nursing Care for Childbearing Families" and "Nursing Care for Child-rearing Families" (N = 126) were chosen. A self-reported Self-efficacy Likert scale was used to measure the student's self-efficacy. Results: Findings showed drop in self-efficacy following the first simulation with a significant improvement of the students' self-efficacy following a repeated simulation experience. Conclusion: This finding could inspire nursing faculty to adopt the repeated simulation experience that will allow the students to master the case scenario and clinical skills while enhancing self-efficacy.