ArticleJournal of advances in medical education & professionalism2024
Evaluating the Effect of Scenario-Based Learning on the Knowledge, Attitude, and Perception of Nursing and Midwifery Students about Patient Safety.
Article in Journal of advances in medical education & professionalism, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- The effect of scenario-based range of motion exercises animation on the knowledge, motivation, and attitude levels of nursing students: a randomized controlled tudy.BMC medical education · 2026Trial
- Comparison of large language models for clinical scenario generation in medical education: a mixed-methods study.BMC medical education · 2026Article
- Impacts of Unfolding Case-Study Learning on Nursing Students' Performance Outcomes: A Scoping Review.Journal of advances in medical education & professionalism · 2026Review
- Shaping interprofessional identity and attitudes: scenario-based training in oral-systemic patient management.BMC medical education · 2025Article
- Effect of Scenario-Based Training on Nurse Interns' Critical Thinking Dispositions.SAGE open nursingArticle
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Patient safety is the most important priority in the healthcare system. Medical universities always attempt to find innovative and more effective educational methods to improve the students' abilities for clinical decision-making and quality and safe care. Thus, this study was designed to evaluate the effect of scenario-based learning on the knowledge, attitude, and perception of nursing students about patient safety. Methods: This quasi-experimental study was conducted between September 2023 and January 2024. The study sample comprised 78 nursing and midwifery students from the fourth and fifth semesters of their bachelor's degrees, each of whom was systematically reviewed. The participants were allocated to the intervention (n=43) and control groups (n=35) randomly, using simple randomization. The educational content was presented via scenario-based learning for participants in the intervention group, while it was presented through lecture and discussion in the control group. The questionnaire was standardized and structured, and its validity and reliability were assessed. Data gathering was performed one month after the intervention using a knowledge, attitude, and practice questionnaire. Data were analyzed in SPSS software version 16 using descriptive statistical methods and inferential tests, including the chi-square test, independent T-test, paired T-test, and ANCOVA. Results: The study findings indicated that there were no significant differences in attitude (P=0.152) and perception (P0.264=) scores between the intervention and control groups before the intervention. However, after the intervention, a significant difference was observed (p<0.001). [Knowledge 14.97±3.70 vs. 19.37±3.31), attitude (31.74±5.38 vs. 34.62±9.59), perception (7.51 ± 35.60± vs.38.95±8.21)]. Conclusion: Scenario-based learning can be a more effective way to teach nursing and midwifery students about patient safety. Thus, researchers recommend that this educational method should be used by nursing and midwifery instructors to improve the students' ability to provide safer care for patients.
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