The Effect of Virtual Simulation on Nursing Students’ Achievements, Satisfaction, and Self‐Confidence: A Single Group Pretest–Posttest Study

Abstract

Background Simulation is an active learning strategy that involves the use of various resources to assimilate the real situation. Moreover, robust evidence supports the effectiveness of simulation training in nursing education. Aim The study aimed to evaluate the effectiveness of virtual‐based simulation on students’ achievement, satisfaction, and self‐confidence. Methods A single‐group pretest–posttest research design was used. A convenience sample of 77 level four nursing students enrolled in the critical care nursing course was recruited. Students participated in two different virtual simulation case scenarios. Students completed pre‐ and posttests and a validated self‐reported questionnaire assessing achievement, satisfaction, and self‐confidence. Results Students’ achievement scores improved significantly in case Scenario 1 (diabetic ketoacidosis) (Pre: 7.35 ± 1.85, Post: 8.12 ± 1.65, p = 0.006) but not in case Scenario 2 (acute respiratory distress) (Pre: 8.44 ± 1.06, Post: 8.53 ± 1.07, p = 0.608). Students also reported high satisfaction (3.93 ± 1.06 out of 5) and self‐confidence (3.95 ± 1.02 out of 5). Conclusion The use of virtual simulation improved students’ performance in certain clinical cases and was associated with strong levels of satisfaction and confidence. These outcomes suggest that incorporating virtual simulation into nursing education can be a practical way to strengthen learning and help students connect classroom knowledge with real‐world practice.