ArticleFrontiers in medicine2025
Effect of direct vs. indirect supervision on psychological outcomes of nursing students during clinical simulations: a quasi-experimental study.
Article in Frontiers in medicine, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Clinical simulation bridges the gap between theory and practice in nursing education. However, the optimal design specifically, direct observation or faculty presence, remains unsettled. This study compares the short-term effects of faculty presence during clinical-simulation re-demonstrations on student anxiety, self-confidence, and satisfaction, with the goal of informing more effective, student-centered simulation strategies. Methods: A pretest-posttest quasi-experimental design was implemented between January and April 2024 at a university in Saudi Arabia. A convenience sample of 138 senior Bachelor of Nursing students was divided into a control group (faculty member present in the simulation lab) and an intervention group (faculty members observing and evaluating students through a one-way mirror from the control room). Group allocation followed pre-existing class arrangements, and randomization was not performed. Data were collected using validated instruments: the State-Trait Anxiety Inventory (STAI, Forms Y-1/Y-2), the Student Satisfaction and Self-Confidence in Learning Scale (SCLS), and a demographic questionnaire. Results: Posttest results indicated that the intervention group demonstrated significantly lower state anxiety ( Conclusion: The intervention enhanced students' self-confidence and revealed gender-related differences in simulation learning. These findings underscore the need for tailored simulation strategies that address specific learning needs. Differentiated feedback and structured debriefings may strengthen confidence and reduce anxiety. Future research should explore faculty presence versus absence using larger samples and mixed-method designs to identify conditions optimizing learning and student affect.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.