Relationship Between Perception of Simulation-Based Learning and Self- Confidence among UNIMAS Undergraduate Nursing Students
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UNIVERSITI MALAYSIA SARAWAK
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Introduction: Simulation-based learning (SBL) is widely used in nursing education to bridge the gap between theory and practice by enhancing clinical competence and preparedness. While SBL is known to enhance clinical skills and preparedness, many nursing students still feel unconfident and underprepared when transitioning to real clinical settings. This study addresses the lack of local evidence on the effectiveness of SBL in boosting self-confidence, particularly within the Malaysian context. Findings from this research may inform improvements in simulation practices and curriculum design, contributing to the development of confident and competent nursing graduates. Objective: This study examines the relationship between perception of SBL and selfconfidence among UNIMAS undergraduate nursing students. Methodology: A cross-sectional study was conducted among 140 randomly selected undergraduate nursing students at UNIMAS using a structured questionnaire comprising 20 items from the Simulation Design Scale (SDS) and 8 items from the Self-Confidence in Learning Scale. Data were analysed using descriptive statistics and Pearson correlation in SPSS version 27.0. Results: The mean score for perception of simulation-based learning was 4.02 (SD = 0.44), with “Support” scoring the highest among SDS domains (Mean = 4.09). The mean selfconfidence score was 3.83 (SD = 0.35), with most students categorised as having high selfconfidence level (74.3%). A moderate positive correlation was found between perception of simulation-based learning and self-confidence (r = 0.492, p < 0.01). Conclusion: These findings suggest that well-designed SBL sessions contribute significantly to enhancing students’ confidence. Strengthening the quality of simulation could further support nursing education and better prepare students for real-world practice.