EFFECT OF SCENARIO-BASED SIMULATION ON BASIC LIFE SUPPORT SKILLS AND SELF-EFFICACY IN NURSING STUDENTS

NCT07366125 | Completed

• 1 other identifier: BARUN-MSC-TYD-01
• Study Type: interventional
• Target: 50
• Locations: 1 country
• Sites: 1

Brief Summary

This study aimed to evaluate the effectiveness of scenario-based simulation in improving nursing students' adult basic life support (ABLS) skills and self-efficacy. Ethical approval was obtained from the Bartın University Social and Human Sciences Ethics Committee, and institutional permission was granted. The study was conducted with students from the Department of Nursing at the Faculty of Health Sciences, Bartın University, between October and December 2025. The sample size was determined based on the literature using an alpha level of 0.05, an effect size of 0.63, and a statistical power of 85%. A total of 50 students who met the inclusion criteria were randomly assigned to either the experimental or control group. All participants were informed about the study and provided written informed consent. Data were collected using the Student Information Form, the Adult Basic Life Support Knowledge Level Assessment, the Adult Basic Life Support Skill Performance Assessment Form, and the Student Self-Efficacy Scale. All students received a 90-minute theoretical ABLS training delivered by an experienced researcher. Following the theoretical session, the control group practiced ABLS using the demonstration method on a feedback-enabled manikin, while the experimental group practiced using scenario-based simulation. Both applications were conducted under academic supervision. Students' knowledge, skill performance, and self-efficacy levels were assessed immediately after training, after the first application, and at a one-month follow-up. Data were analyzed using SPSS version 29.0. No significant difference was found between the groups in knowledge scores immediately after training. After the first application, no significant differences were observed in knowledge or self-efficacy levels; however, skill performance scores were significantly higher in the control group. At the one-month follow-up, a significant decline in skill performance was observed in the control group, whereas the experimental group maintained their performance levels. These findings indicate that scenario-based simulation supports the long-term retention of practical ABLS skills. Therefore, integrating simulation-based methods into adult basic life support education in nursing programs is recommended.

Conditions

Basic Life Support Training

Keywords

Nursing; scenario; simulation; student; basic life support; practical skills; self-efficacy

Outcome Measures

Primary Outcomes (1)

• Basic Life Support Practice Skills

  Basic life support practice skills were assessed using a standardized skills performance checklist.

  Baseline (pre-test), immediately after the intervention (post-test), and 1-month follow-up

Study Arms (2)

Arm 1: Scenario-Based Simulation Group

EXPERIMENTAL

Participants in this group received scenario-based simulation training on basic life support.

Other: Scenario-Based Simulation Training

Arm 2: Standard Training Group

ACTIVE COMPARATOR

Participants in this group received standard theoretical and practical training on basic life support according to the nursing curriculum.

Other: Standard Basic Life Support Training

Interventions

Scenario-Based Simulation Training OTHER

Scenario-based simulation training was provided to improve basic life support skills and self-efficacy among nursing students.

Also known as: Simülasyon Tabanlı Temel Yaşam Desteği Eğitimi

Arm 1: Scenario-Based Simulation Group

Standard Basic Life Support Training OTHER

Hemşirelik müfredatına uygun olarak verilen standart teorik ve pratik temel yaşam desteği eğitimi.

Arm 2: Standard Training Group

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Voluntarily agreeing to participate in all stages of the research (pre-test - training - post-test, etc.),
• Actively enrolled in a Nursing Undergraduate Program,
• Able to read and understand Turkish,
• Not having any physical or cognitive disability that would prevent participation in practical training,
• Not having received any prior training in TYD (Basic Nursing Education).

You may not qualify if:

• Having received any non-research-related training on TYD that you can conduct research on previously,
• Being a graduate of a Health Vocational High School or a graduate of any associate's or bachelor's degree program in the health field,
• Not having registered for courses in the relevant period or having suspended the semester,
• Not regularly attending training sessions during the research process,
• Having serious health problems that will increase the data collection period,
• Incomplete completion of pre-test or post-test forms.

Sponsors & Collaborators

• Bartın Unıversity: lead

Study Sites (1)

Bartin University Faculty of Health Sciences

Bartın, 74100, Turkey (Türkiye)

Location

Study Officials

• EKER

  Bartin University Faculty of Health Sciences

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Masking Details: No blinding was applied in this study; both participants and researchers were aware of the group assignments
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Registered Nurse, MSc Student

Model Details: Participants were randomly assigned to either the intervention group or the control group. The intervention group received scenario-based simulation training, while the control group received standard basic life support training. Both groups were followed in parallel throughout the study period.

Study Record Dates

• First Submitted: January 17, 2026
• First Posted: January 26, 2026
• Study Start: October 1, 2025
• Primary Completion: December 1, 2025
• Study Completion: December 1, 2025
• Last Updated: February 6, 2026

Record last verified: 2026-02

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)