Effectiveness of simulation-based learning on knowledge and skill acquisition and retention among nursing students: A quasi- experimental study

Background Simulation-based learning (SBL) has emerged as a valuable pedagogical approach in nursing education, allowing students a safe and controlled environment to practice clinical skills with varying levels of fidelity. Furthermore, SBL has become an increasingly popular teaching strategy in nursing education; however, few studies have investigated the effectiveness of SBL in Saudi Arabia. This study evaluates the impact of SBL on nursing students' knowledge and skill acquisition and retention. Methods A quasi-experimental study used a repetitive test design with a 6-week follow-up after the intervention was conducted. A total of 100 nursing students were exposed to a simulation protocol during the internship year. Descriptive statistics and ANOVA were used to analyse the data. Results The findings indicated that SBL significantly improved nursing student knowledge and skills immediately after the intervention, with mean post-test scores higher than pre-test scores (p < 0.01). Moreover, the follow-up test conducted six weeks after the intervention indicated that while there was a slight decline in scores compared to the immediate post-test, the retention of knowledge and skills remained significantly higher than baseline levels (p < 0.01). The improvement of SBL was consistent regardless of the individual characteristics of participants. Conclusions This study provides evidence supporting SBL as an effective teaching strategy within nursing education to enhance knowledge and skill acquisition and retention. While acknowledging certain limitations and the need for further research to explore strategies to enhance the acquisition and retention of knowledge and skills, these findings have important implications for nursing education, particularly in Saudi Arabia. They provide valuable insights for nursing educators and policymakers on the benefits of SBL for enhancing student learning outcomes.