Assessing Knowledge and Attitudes toward Simulation-based Learning: A Descriptive Study among Nursing Students in Mangalore, Karnataka, India

Abstract

Background: Simulation-based learning is increasingly incorporated into nursing curricula to enhance clinical competence, critical thinking, teamwork, and patient-safety skills. Objectives: To assess the level of knowledge and attitude regarding simulation-based learning among nursing students; to determine the correlation between knowledge and attitude; and to identify the association of knowledge and attitude with selected baseline variables. Methods: A descriptive correlational design was adopted among 100 B.Sc. Nursing students (2nd- and 4th-year) were selected using convenience sampling. Data were collected using a structured knowledge questionnaire (25 items) and a Likert-type attitude scale (19 items). Descriptive statistics, Chi-square test, and Karl Pearson’s correlation were used for analysis. Results: The majority (60%) of students had moderately adequate knowledge, while 20% had adequate and 20% had inadequate knowledge. Attitude results showed that 50% had favourable and 50% had moderately favourable attitudes. No students demonstrated unfavourable attitudes. The correlation between knowledge and attitude was weak and not significant (r = 0.19). Significant associations were found between knowledge and variables such as year of study, age, number of times the simulation was attended, and source of knowledge. Attitude was significantly associated with gender, the number of times the simulation was attended, and the source of knowledge. Conclusion: Nursing students demonstrated moderately adequate knowledge and favourable attitudes toward simulation-based learning. Strengthening simulation exposure and structured teaching may further enhance competency.