El-Hadary, S., Aboelmagd, A., Abozed, H. (2025). Pediatric Nursing Students' Competency Level to Care of Children with Congenital Heart Disease: Traditional versus Simulation-Based Training. Assiut Scientific Nursing Journal, 13(52), 22-39. doi: 10.21608/asnj.2025.374559.2052
Samar Mahmoud Mohamed El-Hadary; Amna Nagaty Aboelmagd; Hend Wageh Abozed. "Pediatric Nursing Students' Competency Level to Care of Children with Congenital Heart Disease: Traditional versus Simulation-Based Training". Assiut Scientific Nursing Journal, 13, 52, 2025, 22-39. doi: 10.21608/asnj.2025.374559.2052
El-Hadary, S., Aboelmagd, A., Abozed, H. (2025). 'Pediatric Nursing Students' Competency Level to Care of Children with Congenital Heart Disease: Traditional versus Simulation-Based Training', Assiut Scientific Nursing Journal, 13(52), pp. 22-39. doi: 10.21608/asnj.2025.374559.2052
El-Hadary, S., Aboelmagd, A., Abozed, H. Pediatric Nursing Students' Competency Level to Care of Children with Congenital Heart Disease: Traditional versus Simulation-Based Training. Assiut Scientific Nursing Journal, 2025; 13(52): 22-39. doi: 10.21608/asnj.2025.374559.2052
Pediatric Nursing Students' Competency Level to Care of Children with Congenital Heart Disease: Traditional versus Simulation-Based Training
1Lecturer of Pediatric Nursing, Faculty of Nursing, Cairo University, Egypt.
2Assistant Professor of Pediatric Nursing, Faculty of Nursing, Minia University, Egypt.
3Lecturer of Pediatric Nursing, Faculty of Nursing, Mansoura University, Egypt.
Abstract
Background: Caring for children with congenital heart disease demands specialized knowledge and clinical competence, highlighting the need for effective pediatric nursing education. Aim: This study aimed to evaluate the effect of traditional versus simulation-based training on pediatric nursing students' competency level in caring for children with congenital heart disease. Method: Using a randomized controlled experimental design, 90 undergraduate nursing students from Minia University were randomly assigned to either a control group receiving traditional training or a study group receiving simulation-based training. Data was collected through validated tools assessing knowledge, self-efficacy, clinical competence, and learning environmental perceptions. Results: Post intervention, 82.2% of students in the simulation group achieved satisfactory knowledge levels compared to 35.6% in the control group. Clinical skills competence was also higher in the simulation group (75.6%) versus the control group (46.7%). Additionally, self-confidence and clinical competence were markedly improved in the simulation group, with 73.3% and 71.1% respectively demonstrating high scores, compared to 44.4% and 46.7% in the control group. Furthermore, 75.6% of students in the simulation group reported high levels of self-directed learning. Conclusion: Simulation provides students with realistic, hands-on learning experiences that promote critical thinking, decision-making, and confidence, ultimately bridging the gap between theoretical knowledge and clinical practice. Recommendations: Integration of simulation-based training into nursing curricula, particularly for advanced pediatric skills.
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