Effect of Simulation-based Perioperative Education on the Acquisition of Self-Competence and Knowledge among Undergraduate Student Nurses: A Randomised Control Study

Background Perioperative nurses need a considerable amount of competencies in surgical processes, anaesthesia, medical and surgical conditions, and the technological advancements that are necessary for managing patients. However, in Malawi, lack of access to specialised training and poor learning conditions in hospitals compromise the ability of student nurses to acquire the required competencies, highlighting a need for innovations in the teaching and learning of perioperative nursing. Studies have demonstrated that simulation offers many advantages as a teaching strategy. Currently, there is limited evidence to support the use of simulation in Malawian undergraduate student nurses. Therefore, this study aimed at assessing the effect of simulation-based perioperative nursing education among undergraduate student nurses. Methods This study utilised a test‒retest randomised control trial to assess the effect of simulation-based education on the acquisition of self-competence and knowledge. The study utilised an adapted Malawian student version of the Perceived Perioperative Competence Scale-Revised for self-competence and a knowledge test to assess the gain in knowledge. The study simulated the implementation of the World Health Organisation’s Surgical Safety Checklist (WHO SSCL) on a hernia repair simulated scenario with a total of 52 student nurses. Results The findings of this study showed that the simulation of the WHO SSCL significantly improved self-competence and knowledge acquisition. Conclusion The findings of this study suggest that student nurses can increase their self-competence and acquire new knowledge by participating in the WHO SSCL simulation. Additionally, using the WHO SSCL-based simulation could enhance knowledge of the checklist itself and promote its use.