Simulation-Based Cardiac Arrest Training and Its Influence on Knowledge, Skills, and Self-Efficacy of Cardiac Intensive Care Unit Nurse

Abstract

Background: Simulation-based training has become an essential strategy in preparing cardiac intensive care unit nurses for high-risk, time-sensitive events such as cardiac arrest. Evaluating its influence on nurses’ knowledge, clinical skills, and self-efficacy is crucial for strengthening emergency preparedness and improving patient outcomes. Aim: Simulation-Based Training (SBT) is widely used in high-acuity clinical settings, particularly in cardiac arrest management. This study aimed to determine the role of SBT and its relationship and predictive value on knowledge, clinical skills, and self-efficacy among Specialist Registered Nurses in a Cardiac Intensive Care Unit (CICU) in a tertiary hospital in Jeddah, Saudi Arabia. Methodology: A quantitative descriptive–predictive correlational design was utilized. A total of 107 CICU nurses were selected through simple random sampling. Data were collected using a validated structured questionnaire. Descriptive statistics, Spearman’s rho, and regression analysis were applied at a 0.05 level of significance. Results: Respondents demonstrated very high levels of knowledge (mean = 3.58), skills (mean = 3.75), and self-efficacy (mean = 3.55). Significant positive correlations were found between SBT components and knowledge (r = 0.589–0.794, p < 0.01), skills (r = 0.557–0.686, p < 0.01), and self-efficacy (r = 0.496–0.698, p < 0.01). Regression analysis revealed that SBT significantly predicted knowledge (R² = 0.852, p < 0.001), skills (R² = 0.614, p < 0.001), and self-efficacy (R² = 0.635, p < 0.001), with facilitation and debriefing emerging as the strongest predictors. Conclusion: Simulation-based training significantly supports cognitive, psychomotor, and affective competencies among CICU nurses. Structured facilitation and debriefing are critical in optimizing learning outcomes. A Reflective Learning Workbook was developed to support continuous learning and reinforce post-simulation reflection. The findings support the integration of structured and theory-driven simulation programs in critical care nursing education.