Enhancing Therapeutic Communication Among Nursing Students: A Simulation-Based Approach

Background Effective therapeutic communication is essential for fostering patient trust and enhancing healthcare outcomes. Simulation-based learning has been shown to improve communication skills among nursing students. This study aimed to evaluate the effect of simulation-based training on therapeutic communication skills in nursing students. Methods This quasi-experimental study was conducted with 120 B.Sc. Nursing students, divided into experimental (n = 60) and control (n = 60) groups. The experimental group received four simulation sessions, each lasting two hours, focusing on communication techniques such as active listening, empathy, and conflict resolution. The control group received traditional didactic lectures. Data were collected using a structured knowledge questionnaire and a structured observational checklist to assess knowledge and practice levels before and after the intervention. Statistical analysis included the Wilcoxon signed-rank test, Mann-Whitney U test, and Spearman’s correlation analysis, with p-values less than 0.05 considered statistically significant. Results The experimental group showed significant improvements in both knowledge and practice scores, with median knowledge scores rising from 7 (IQR: 6.25–9) to 12 (IQR: 11–13) (Z = -6.516, p < 0.0001) and practice scores increasing from 29 (IQR: 28–30) to 62 (IQR: 44–64) (Z = -6.608, p < 0.0001). The control group showed no significant changes. A positive but non-significant correlation between knowledge and practice was observed (rs = 0.162, p = 0.543). Conclusions Simulation-based learning significantly enhanced therapeutic communication knowledge and practice among nursing students. It is recommended that simulation be integrated into nursing curricula to improve communication skills and clinical competence.