EFFECT OF SCENARIO-BASED SIMULATION ON BASIC LIFE SUPPORT SKILLS AND SELF-EFFICACY IN NURSING STUDENTS (SBS-BLS)

THE EFFECT OF SCENARİO-BASED SİMULATİON METHOD ON NURSİNG STUDENTS' BASİC LİFE SUPPORT PRACTİCE SKİLLS AND SELF-EFFİCACY LEVELS: A CONTROLLED EXPERİMENTAL STUDY

This study aimed to evaluate the effectiveness of scenario-based simulation in improving nursing students' adult basic life support (ABLS) skills and self-efficacy. Ethical approval was obtained from the Bartın University Social and Human Sciences Ethics Committee, and institutional permission was granted. The study was conducted with students from the Department of Nursing at the Faculty of Health Sciences, Bartın University, between October and December 2025.

The sample size was determined based on the literature using an alpha level of 0.05, an effect size of 0.63, and a statistical power of 85%. A total of 50 students who met the inclusion criteria were randomly assigned to either the experimental or control group. All participants were informed about the study and provided written informed consent.

Data were collected using the Student Information Form, the Adult Basic Life Support Knowledge Level Assessment, the Adult Basic Life Support Skill Performance Assessment Form, and the Student Self-Efficacy Scale. All students received a 90-minute theoretical ABLS training delivered by an experienced researcher. Following the theoretical session, the control group practiced ABLS using the demonstration method on a feedback-enabled manikin, while the experimental group practiced using scenario-based simulation. Both applications were conducted under academic supervision.

Students' knowledge, skill performance, and self-efficacy levels were assessed immediately after training, after the first application, and at a one-month follow-up. Data were analyzed using SPSS version 29.0. No significant difference was found between the groups in knowledge scores immediately after training. After the first application, no significant differences were observed in knowledge or self-efficacy levels; however, skill performance scores were significantly higher in the control group. At the one-month follow-up, a significant decline in skill performance was observed in the control group, whereas the experimental group maintained their performance levels.

These findings indicate that scenario-based simulation supports the long-term retention of practical ABLS skills. Therefore, integrating simulation-based methods into adult basic life support education in nursing programs is recommended.

Study Overview

• Status: Completed
• Conditions: Basic Life Support Training
• Intervention / Treatment: Other: Scenario-Based Simulation Training; Other: Standard Basic Life Support Training

Detailed Description

This study aimed to examine the effectiveness of scenario-based simulation methods in improving nursing students' adult basic life support skills and self-efficacy levels. Ethical approval was obtained from the Bartın University Social and Human Sciences Ethics Committee, and official permission was granted by the relevant institution. The study was conducted with students from the Department of Nursing at the Faculty of Health Sciences, Bartın University. Data were collected between October and December 2025. The sample size was calculated based on the literature with an alpha level of 0.05, an effect size of 0.63, and a statistical power of 85 percent. The study was completed with 50 students who met the inclusion criteria and were randomly assigned to either the experimental group or the control group. All participants were informed about the research process, and their voluntary informed consent was obtained. Data were collected using the Student Information Form, the Adult Basic Life Support Knowledge Level Assessment, the Adult Basic Life Support Skill Performance Assessment Form, and the Student Self-Efficacy Scale. All students received a 90-minute theoretical adult basic life support training provided by a researcher with professional experience in the field. Following the theoretical training, students in the control group performed adult basic life support practices using the demonstration method on a feedback-enabled training manikin under academic supervision. Students in the experimental group performed adult basic life support practices using scenario-based simulation under the same supervision. Students' knowledge levels, skill performance, and self-efficacy levels were evaluated immediately after the training, during the first application, and at a one-month follow-up. Data analysis was performed using SPSS version 29.0. The findings indicated no significant difference between the groups in knowledge scores immediately after training. While no significant differences were observed in knowledge and self-efficacy levels after the first application, skill performance scores were significantly higher in the control group. However, at the one-month follow-up, a significant decline in skill performance was observed in the control group, whereas no significant decrease was found in the experimental group. These results suggest that scenario-based simulation provides a more sustainable improvement in practical skill performance. Therefore, it is recommended that adult basic life support education in nursing programs be supported with simulation-based methods.

• Study Type: Interventional
• Enrollment (Actual): 50
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Turkey (Türkiye)
  • Bartın, Turkey (Türkiye), 74100
    • Bartin University Faculty of Health Sciences

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Adult; Older Adult
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

• Voluntarily agreeing to participate in all stages of the research (pre-test - training - post-test, etc.),
• Actively enrolled in a Nursing Undergraduate Program,
• Able to read and understand Turkish,
• Not having any physical or cognitive disability that would prevent participation in practical training,
• Not having received any prior training in TYD (Basic Nursing Education).

Exclusion Criteria:

• Having received any non-research-related training on TYD that you can conduct research on previously,
• Being a graduate of a Health Vocational High School or a graduate of any associate's or bachelor's degree program in the health field,
• Not having registered for courses in the relevant period or having suspended the semester,
• Not regularly attending training sessions during the research process,
• Having serious health problems that will increase the data collection period,
• Incomplete completion of pre-test or post-test forms.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Other
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: None (Open Label)

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Arm 1: Scenario-Based Simulation Group; Participants in this group received scenario-based simulation training on basic life support.	Other: Scenario-Based Simulation Training; Scenario-based simulation training was provided to improve basic life support skills and self-efficacy among nursing students.; Other Names: Simülasyon Tabanlı Temel Yaşam Desteği Eğitimi
Active Comparator: Arm 2: Standard Training Group; Participants in this group received standard theoretical and practical training on basic life support according to the nursing curriculum.	Other: Standard Basic Life Support Training; Hemşirelik müfredatına uygun olarak verilen standart teorik ve pratik temel yaşam desteği eğitimi.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Basic Life Support Practice Skills	Basic life support practice skills were assessed using a standardized skills performance checklist.	Baseline (pre-test), immediately after the intervention (post-test), and 1-month follow-up

Collaborators and Investigators

• Sponsor: Bartın Unıversity
• Investigators: Principal Investigator: EKER, Bartin University Faculty of Health Sciences

Study record dates

Study Major Dates

• Study Start (Actual): October 1, 2025
• Primary Completion (Actual): December 1, 2025
• Study Completion (Actual): December 1, 2025

Study Registration Dates

• First Submitted: January 17, 2026
• First Submitted That Met QC Criteria: January 17, 2026
• First Posted (Actual): January 26, 2026

Study Record Updates

• Last Update Posted (Actual): February 6, 2026
• Last Update Submitted That Met QC Criteria: February 4, 2026
• Last Verified: February 1, 2026

More Information

Terms related to this study

• Keywords: simulation; Nursing; self-efficacy; student; basic life support; scenario; practical skills
• Other Study ID Numbers: BARUN-MSC-TYD-01

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO
• IPD Plan Description: Individual participant data will not be shared.

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No