Bridging the Gap Between Theory and Practice: Evaluating Embedded Micro-Scenarios in Simulation on Academic Motivation and Clinical Decision-Making Among Nursing Students-A Randomized Controlled Trial

Alexandria University60 enrolled

Overview

This study will utilize a convergent mixed-methods design. A quasi-experimental approach will be used to evaluate the effectiveness of EMSS in improving clinical decision-making skills among nursing students. The study will be conducted at the University of Hafr Albatin (UHB), located in Saudi Arabia. The institution is equipped with simulation labs and a digital learning management system, including access to a simulated EHR environment suitable for micro-scenario deployment.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

SUPPORTIVE_CARE

Masking

SINGLE

Enrollment

Conditions

Clinical Decision-Making in Nursing Academic Motivation Scale

Interventions

he Embedded Micro-Scenario Simulations (EMSS) for nursing students include a series of engaging clinical cases designed to bridge the theory-practice gap. In Prioritization of Care, students must prioritize three patients with varying degrees of urgency, honing their critical thinking skills. The Patient Education on Discharge scenario tasks them with effectively communicating self-care instructions. In End-of-Life Care, students provide compassionate support to a terminally ill patient and facilitate family discussions.

Eligibility

Sex: MALEMin age: 18 YearsMax age: 27 Years

Medical Language ↔ Plain English

Inclusion Criteria: Male undergraduate nursing students. Participants must possess basic computer literacy to effectively engage with the digital learning platform utilized in the simulation. Exclusion Criteria: * Female. non Saudi nursing students, students with mental health isssues

Outcomes

Primary Outcomes

Clinical Decision-Making

This scale was originally developed by Jenkins (1983). Designed specifically for nursing students in the United States, the scale evaluates students' perceptions of clinical decision-making based on their self-reported experiences.

Time frame: 3 months

Academic Motivation

The Academic Motivation Scale (AMS) is the most popular tool for evaluating academic motivation. (Orsini et al., 2015). A 7-point Likert scale is used to rate each of the 28 items. The self-determination theory, which emphasizes the approach to human motivation and personality, is the theoretical foundation of the AMS