Effects of simulation-based education on nursing students’ perceptions of positive birth and natural birth approaches

Abstract

Background

Nursing education should be adjusted to align with national health priorities. In this study, we examined how simulation-based education impacted nursing students' knowledge, skills, and approaches to natural childbirth, as well as their self-confidence, perceptions of positive birth, and educational satisfaction.

Methods

A total of 56 undergraduate nursing students were enrolled in this comparative, quasi-experimental, pre- and post-test designed study and were randomly assigned to a hybrid simulation (HS) or a video-model (VM) group.

Results

Students in the HS group had significantly higher natural childbirth skill levels and positive perceptions than those in the VM group (p < .05). Natural birth knowledge levels significantly increased in both groups (p < .05). No significant differences in nursing students’ self-confidence and satisfaction levels were found between the two groups (p > .05).

Conclusion

HS improved nursing students’ natural birth approach skills and positively affected their perceptions. Simulation-based education may enhance maternity care practice. Simulation scenarios should be integrated into the nursing curriculum to provide comprehensive support for positive birth experiences.

ClinicalTrials.gov Identifier: NCT06241443