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ENHANCING THE EFFECTIVENESS OF SIMULATION TECHNOLOGIES IN
PROFESSIONAL NURSE TRAINING: AN EXPERIMENTAL APPROACH
Farangiz Uktamovna Khamidova
1st-year Master's Student,
Department of Public Health and Healthcare Management
Samarkand State Medical University
Sohiba Buribayevna Israilova
Samarkand City, Samarkand Region
Abstract:
This article experimentally investigates the effectiveness of using simulation
technologies in the training of nurses within the system of professional education. The study
involved both a control and an experimental group. The experimental group was trained using
simulation technologies and demonstrated superior results. The findings show that such
technologies enhance learning effectiveness, promote the development of clinical thinking, and
strengthen students' self-confidence.
Keywords:
simulation technologies, nursing, professional education, experimental research,
effectiveness
Introduction
In modern healthcare systems, nurses must possess high levels of practical skills and readiness.
Unfortunately, traditional teaching methods fail to adequately develop the ability to make quick
and accurate decisions in complex clinical situations. Therefore, innovative approaches such as
simulation technologies are of growing importance. This article scientifically examines how the
knowledge and skills of nurses trained using simulation technologies differ from those trained
through traditional methods.
Modern healthcare systems are rapidly evolving, requiring highly qualified nurses to meet
ongoing social and technological demands. The quality of medical care, patient safety, and
effective service delivery in healthcare institutions directly depend on the professional training
and practical skills of nurses. Traditional methods—namely theoretical lectures and classical
laboratory sessions—do not sufficiently develop students' clinical decision-making and problem-
solving skills.
In this context, structuring medical education based on simulation technologies has become a
globally relevant direction. Simulation technologies consist of tools and methods that artificially
replicate real clinical scenarios, providing students with safe and controlled environments for
practical training. These methods not only develop hands-on skills but also enhance stress
resistance, communication culture, teamwork, and reflective thinking.
International experience shows that in countries such as the USA, Canada, Japan, Germany, and
South Korea, simulation methods have been widely implemented in nursing education. Students
trained by these methods make fewer mistakes at work and make faster, more accurate decisions
in complex clinical cases. This not only improves their professional competencies but also
enhances the quality of life for patients.
In Uzbekistan, reforms are also being undertaken in the professional education system. Step-by-
step efforts are being made to integrate modern pedagogical approaches—especially simulation
technologies—into nursing education. However, there is still a need for scientific evaluation of
the real effectiveness of these technologies.
Therefore, this study aims to assess the knowledge, skills, and psychological preparedness of
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nurses trained using simulation technologies at a professional education institution and compare
them with a group trained through traditional methods.
Materials and Methods
Study Type:
Experimental Research
Participants:
60 second-year medical college students were randomly divided into two groups:
Control group (30 participants):
received traditional education
Experimental group (30 participants):
trained using simulation technologies
Learning Module:
Nursing care in therapy: assistance in cardiovascular, respiratory, and
digestive system disorders.
Evaluation Tools:
Pre- and post-tests for knowledge
Practical skills assessment (based on checklist)
Self-assessment questionnaires
Written assignments verified for plagiarism
Statistical Analysis:
Conducted using SPSS 26.0 with t-test and chi-square test. A p-value <
0.05 was considered statistically significant.
Results
Knowledge Test Results:
Experimental group average score: 86.3 ± 4.2
Control group average score: 74.1 ± 5.1
The difference was statistically significant (p < 0.01)
Practical Skills:
Correct clinical decision-making:
Experimental group: 90%
Control group: 66%
Student Feedback:
93% rated simulation-based learning as practically useful
88% reported increased self-confidence
The study used experimental and statistical analysis to identify differences between the
experimental group trained with simulation technologies and the control group trained
traditionally.
Additional Findings:
Precision and speed of practical actions improved up to 85% (control
group: 58%). Increased self-confidence among students. Experimental group students showed
significant improvement in defending opinions, establishing patient contact, and feeling
comfortable in clinical situations. Final survey: 91% rated simulation technologies highly.
Reduced stress and errors. Errors during practical tasks decreased threefold in the experimental
group. Psychological confidence in patient interaction increased by 2.5 times. Positive responses
in self-assessment tests increased significantly. Skill retention was confirmed: even after one
month, the experimental group retained practical and theoretical performance indicators, proving
the long-term effectiveness of simulation methods.
Conclusion.
The results indicate that students trained using simulation technologies learn to
make quicker, more accurate, and more confident decisions in clinical situations. These findings
are consistent with international research, such as the works of Gaba (2017), Mariani (2019), and
Okuda (2020). Students also reported increased confidence in their knowledge, which had a
positive psychological impact. Simulation-based education increases the effectiveness of
professional nursing training, enhances clinical thinking, and boosts self-confidence. This study
provides scientific justification for the broad implementation of such an approach.
References:
1.
Gaba, D. (2017).
The future vision of simulation in healthcare.
Quality and Safety in
Health Care.
2.
Mariani, B. (2019).
Simulation in Nursing Education: From Conceptualization to
Evaluation.
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Okuda, Y. (2020).
The Utility of Simulation in Medical Education.
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