ABSTRACT
BACKGROUND: Simulation-based learning is an essential pedagogical approach in nursing and medical education aimed at bridging the theory-practice gap. It provides a safe, controlled environment for students to practice clinical skills, improve patient safety and enhance decisionmaking abilities without risking real patient’s wellbeing. Simulation replicates clinical situations using high-fidelity mannequins, virtual reality, role play and other tools to foster critical thinking, teamwork and professional competence. By integrating modern technology, it enhances teaching effectiveness, provides immediate feedback and promotes experiential learning, ultimately contributing to better healthcare outcomes and improving the quality of patient care. OBJECTIVES: This study assessed stimulation-based learning amongst nursing and medical undergraduates in University of Benin, Benin City, Edo with the goal of informing and shaping policy decisions related to the implementation and enhancement of simulation. METHODOLOGY: A descriptive cross-sectional study was conducted among 543 nursing and medical undergraduates selected using a multi-stage and stratified sampling techniques. Data was collected using a semi-structured self-administered questionnaire tool which was adapted from Attitudinal data on perception towards SBL, The Simulation Based Training Quality Assurance Tool (SBT-QA10), Simulation Based Education Attitude Scale (SBEAS), The Professional Identity Scale for Nursing Students, the Perceived Stress Scale, the Evaluation of Teaching Competencies Scale, the Simulation Design Scale: Student Version, and the Student Satisfaction and Self-Confidence in Learning. Statistical analysis was done using the IBM SPSS version 27 software. Univariate and bivariate analyses were carried out for all variables. RESULTS: The mean age of respondents was 22.34 (± 2.57) years. Three hundred and twenty two (80.5 %) and 78 (19.5 %) of the respondents had good and poor knowledge of simulationbased learning respectively. There was a statistically significant association between age and knowledge of simulation-based learning (p<0.001). There was also a significant association between knowledge and level of undergraduate study (p=0.006, CI=2.26-124.257). In relation to attitude, 338 (84.5 %) and 62 (15.5 %) of respondents had positive attitude and negative towards bullying respectively. Furthermore, 378 (69.6%) and 165 (30.4%) reported that they had and did not have an experience with simulation-based learning. Also, 474 (87.3%), 416 (76.6%), 238 (46.5%) reported that the organization of simulation sessions, number of students in a simulation session and availability of simulation equipment had a significant influence on effectiveness and learning outcomes. CONCLUSION: There was good awareness and a solid understanding of simulation, including its content, advantages, and various approaches. Over three-quarters expressed positive attitudes toward simulation-based learning, showing approval and willingness to participate. Additionally, more than half had prior experience with simulation. However, nearly all respondents emphasized the importance of simulation session organization and equipment availability for effective learning. In contrast, fewer than half reported that stress during simulation activities had only a minor effect on their performance. It is important that simulation-based learning be an integral part of the curriculum, particularly in the medical and nursing discipline, to better prepare students for professional practice Keywords: simulation, undergraduates, knowledge, attitude
