ArticleFrontiers in medicine2026
General self-efficacy, self-confidence, and satisfaction in simulation-based nursing education: a structural equation modeling and mediation analysis.
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.
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Abstract
Background: Simulation-based learning has become a fundamental component of nursing education, providing students with opportunities to develop clinical competence, critical thinking, and professional confidence in a safe learning environment. While learning satisfaction and self-confidence are recognized as key outcomes of simulation-based education, the extent to which general self-efficacy is associated with these outcomes remains insufficiently understood. This study examined the associations among general self-efficacy, self-confidence, and satisfaction with simulation-based learning among undergraduate nursing students. Methods: A cross-sectional study was conducted among undergraduate nursing students at King Saud University, Saudi Arabia. All enrolled nursing students were eligible to participate. A total of 209 complete responses were included in the final analysis. Satisfaction and self-confidence were measured using the Student Satisfaction and Self-Confidence in Learning Scale. General self-efficacy was assessed using the General Self-Efficacy Scale. Multiple linear regression identified factors associated with self-confidence and satisfaction, while structural equation modeling examined the hypothesized associations among latent constructs. Bootstrap mediation analysis was conducted to evaluate the indirect association between general self-efficacy and satisfaction through self-confidence. Results: Our findings showed that general self-efficacy was positively associated with self-confidence ( Conclusions: General self-efficacy and self-confidence were positively associated with nursing students' satisfaction with simulation-based learning, with self-confidence demonstrating the strongest association and partially mediating the relationship between self-efficacy and satisfaction. Our findings highlight the importance of fostering students' confidence and self-efficacy within simulation-based education. Because of the cross-sectional design, the observed relationships should be interpreted as associations rather than causal effects.
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