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Exploring how evidence-based practice, communication, and clinical simulation outcomes interact in nursing education: a cross-sectional study

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dc.contributor.authorCarrasco Guirao, José Jorge
dc.contributor.authorLeal Costa, César
dc.contributor.authorCastaño Molina, María de los Ángeles
dc.contributor.authorConesa Ferrer, María Belén
dc.contributor.authorMolina Rodríguez, Alonso
dc.contributor.authorDíaz Agea, José Luis
dc.contributor.authorAdánez Martínez, María Gracia
dc.contributor.departmentEnfermería
dc.date.accessioned2024-12-29T12:04:13Z
dc.date.available2024-12-29T12:04:13Z
dc.date.issued2024-03-13
dc.description© 2024 by the authors. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/ This document is the Published version of a Published Work that appeared in final form in Nursing Reports. To access the final edited and published work see https://doi.org/10.3390/nursrep14010047
dc.description.abstractBackground: Clinical simulation is an educational approach that aims to replicate real-life scenarios. Its primary goal is to help nursing students acquire the necessary knowledge and skills to perform effectively in clinical settings. This study focuses on the relationship between communication skills, evidence-based practice (EBP), and clinical simulation. We aimed to assess how communication skills and EBP competencies affect nursing students’ performance in simulated clinical scenarios. (2) Methods: We conducted an observational, cross-sectional study with 180 thirdyear nursing students at the University of Murcia. We used validated instruments to evaluate the students’ EBP competencies, communication skills, non-technical skills, and nursing interventions in simulated scenarios. (3) Results: The results showed that the students had varying competencies in EBP and communication skills. However, there was a positive and statistically significant correlation (p < 0.001) between these variables, non-technical skills, and the simulated clinical scenario nursing interventions. Our regression models revealed that communication skills and EBP competence significantly influenced the performance of the student nurses regarding their clinical and non-technical skills in the simulated scenarios. (4) Conclusions: Communication skills and EBP competencies predict performance in simulated scenarios for nursing students.es
dc.formatapplication/pdfes
dc.format.extent10es
dc.identifier.citationNursing Reports, 2024, Vol. 14, N. 1, pp. 616-626
dc.identifier.doihttps://doi.org/10.3390/nursrep14010047
dc.identifier.issnElectronic: 2039-4403
dc.identifier.urihttp://hdl.handle.net/10201/147849
dc.languageenges
dc.publisherMDPI
dc.relationSin financiación externa a la Universidades
dc.relation.publisherversionhttps://www.mdpi.com/2039-4403/14/1/47
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectNursinges
dc.subjectCommunication skills
dc.subjectEvidence based practice
dc.subjectClinical simulation
dc.titleExploring how evidence-based practice, communication, and clinical simulation outcomes interact in nursing education: a cross-sectional studyes
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
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