ArticleFrontiers in medicine2026
Immersive clinical learning using simulation and its impact on academic performance, satisfaction, self-confidence, and anxiety among pediatric nursing students.
Article in Frontiers in medicine, 2026. 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
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Clinical education forms the foundation of nursing competence, yet access to equitable and high-quality pediatric clinical placements remains limited in many regions. Immersive clinical learning through simulation offers students a safe, authentic space to apply knowledge, build confidence, and manage anxiety before caring for real patients. This study examined the association between simulation-integrated clinical learning and academic performance, satisfaction, self-confidence, and anxiety among undergraduate pediatric nursing students, comparing it with traditional hospital-based training. Methods: A cross-sectional study was conducted among 191 third-year undergraduate nursing and midwifery students enrolled in a pediatric nursing course. Students participated in either simulation-integrated clinical training ( Results: Between-group comparisons showed no statistically significant differences in GPA ( Conclusion: Immersive simulation-integrated clinical learning was associated with academic and psychological outcomes comparable to traditional hospital-based training within this institutional context. However, the non-randomized design, and evidence of GPA-related group allocation suggest the presence of selection bias, and findings should therefore be interpreted cautiously. Further randomized or longitudinal studies are required to establish causal relationships and evaluate the long-term impact of simulation-based clinical education.
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.