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10.1186/s12912-025-04004-w http://scihub22266oqcxt.onion/10.1186/s12912-025-04004-w C12551180!12551180 !41131550     free     free     free Deprecated: Implicit conversion from float 235.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 235.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 235.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 235.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 235.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 235.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 269.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 269.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 269.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 269.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Warning: imagejpeg(C:\Inetpub\vhosts\kidney.de\httpdocs\phplern\41131550 .jpg): Failed to open stream: No such file or directory in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 117       BMC+Nurs 2025 ; 24 (1 ): 1322 Nephropedia Template TP {{tp|p=41131550 |t=2025. The effect of simulation-based laboratory training on undergraduate nursing students clinical skill, satisfaction, and self-confidence |pdf=|usr=}}{{41131550 }} gab.com Text The effect of simulation-based laboratory training on undergraduate nursing students clinical skill, satisfaction, and self-confidence JO: BMC Nurs http://www.kidney.de/pget.php?&tw=1&pmid=41131550 #FOAvip BACKGROUND: The increasing complexity of healthcare highlights the need for experiential, evidence-based learning in nursing education. Simulation-based training offers a safe space to practice clinical skills and prepare for real-world scenarios. The present study aims to evaluate the effect of simulation-based laboratory training on undergraduate nursing students? clinical skills, satisfaction, and self-confidence compared to those who did not receive such training. METHODS: This prospective, parallel-group, non-randomized controlled trial was conducted with 180 undergraduate nursing students in their in their 2nd, 3rd, and 4th academic years. Participants were selected using a stratified sampling method, with 90 students assigned to the intervention group and 90 to the control group. The control group received standard theoretical instruction, whereas the intervention group underwent additional training in a well-equipped simulation education laboratory. The training focused on five core nursing skills: colostomy care, insulin pen administration, nasogastric tube insertion, postpartum hemorrhage assessment, and mental status examination. Each student practiced the procedures until independent, accurate performance, and assessments were conducted at baseline, one week, and one month post-intervention. Data were collected using demographic characteristics form, skill checklists, and student satisfaction and self-confidence in learning questionnaire. Statistical analyses were performed using R software, and the Mann?Whitney U test was used to compare groups. RESULTS: Pre-intervention skill scores were comparable between groups (p?>?0.05). The intervention group showed significantly higher clinical skill scores at one week and one month (p?<?0.001). Satisfaction (p?=?0.560) and self-confidence (p?=?0.296) did not differ significantly between groups. CONCLUSION: Simulation-based training enhances clinical skill acquisition and retention in nursing students. However, it does not significantly impact satisfaction or self-confidence, indicating a need for additional strategies to support holistic learning. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12912-025-04004-w. Twit Text FOAVip The effect of simulation-based laboratory training on undergraduate nursing students clinical skill, satisfaction, and self-confidence ????BMC Nurs http://www.kidney.de/pget.php?&tw=1&pmid=41131550 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=41131550 #FOAvip English Wikipedia <ref>{{Cite pmid|41131550 }}</ref> The effect of simulation-based laboratory training on undergraduate nursing students clinical skill, satisfaction, and self-confidence #MMPMID41131550 Altinbas BC ; Çal?k KY ; Erdöl EK ; K?rkbir ?B ; Güner SG ; Tezel M ; Özmen GÇ ; Erdöl H ; Bulut HK BMC Nurs 2025[Oct]; 24 (1 ): 1322 PMID41131550 show ga BACKGROUND: The increasing complexity of healthcare highlights the need for experiential, evidence-based learning in nursing education. Simulation-based training offers a safe space to practice clinical skills and prepare for real-world scenarios. The present study aims to evaluate the effect of simulation-based laboratory training on undergraduate nursing students? clinical skills, satisfaction, and self-confidence compared to those who did not receive such training. METHODS: This prospective, parallel-group, non-randomized controlled trial was conducted with 180 undergraduate nursing students in their in their 2nd, 3rd, and 4th academic years. Participants were selected using a stratified sampling method, with 90 students assigned to the intervention group and 90 to the control group. The control group received standard theoretical instruction, whereas the intervention group underwent additional training in a well-equipped simulation education laboratory. The training focused on five core nursing skills: colostomy care, insulin pen administration, nasogastric tube insertion, postpartum hemorrhage assessment, and mental status examination. Each student practiced the procedures until independent, accurate performance, and assessments were conducted at baseline, one week, and one month post-intervention. Data were collected using demographic characteristics form, skill checklists, and student satisfaction and self-confidence in learning questionnaire. Statistical analyses were performed using R software, and the Mann?Whitney U test was used to compare groups. RESULTS: Pre-intervention skill scores were comparable between groups (p?>?0.05). The intervention group showed significantly higher clinical skill scores at one week and one month (p? äThe effect of simulation-based laboratory training on undergraduate nu(epmc).pdf DeepDyve Pubget Overpricing