Effect of simulation-based perioperative education on the acquisition of self-competence and knowledge among undergraduate student nurses: a randomised controlled study.

backgroundPerioperative nurses need knowledge of surgical processes, medical and surgical conditions, anaesthesia, and the technological advancements that are necessary in managing patients. In Malawi, lack of access to specialised training and poor learning conditions in hospitals compromise the ability of student nurses to acquire the required knowledge and competencies, highlighting a need for innovations in the teaching and learning of perioperative nursing. Studies have demonstrated that simulation offers many advantages as a teaching strategy. Therefore, this study aimed at assessing the effect of simulation-based perioperative nursing education among undergraduate student nurses.

methodsThis study utilised a test‒retest randomised controlled trial to assess the effect of simulation-based education on the acquisition of self-competence and knowledge. The study utilised an adapted Malawian student version of the Perceived Perioperative Competence Scale-Revised (PPCS-R) for self-competence and a knowledge test to assess the gain in knowledge. The World Health Organisation’s Surgical Safety Checklist (WHO SSCL) was implemented in a simulated hernia repair scenario with a total of 52 student nurses.

resultsThe findings of this study showed that the simulation of the WHO SSCL significantly improved self-competence and knowledge acquisition.

conclusionThese findings suggest that student nurses can improve their self-competence and acquire new knowledge by participating in the simulation of the WHO SSCL. Additionally, using the WHO SSCL-based simulation could enhance knowledge and promote the use the checklist.