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Volume 15
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Article

Satisfaction and Self-Confidence of Moroccan Nursing Students in Simulation-Based Learning and Their Associations with Simulation Design Characteristics and Educational Practices

by
Hicham Blaak
1,*,
Abdelmajid Lkoul
1,2,
Hayat Iziki
2,3,
Abdelhadi El Haddaouy
4,
Ahmed Kharabch
1,2,5,
Rachid Razine
1,6,7,
Lahcen Belyamani
8,9 and
Majdouline Obtel
1,6,7
1
Laboratory of Biostatistics, Clinical Research and Epidemiology, Department of Public Health, Faculty of Medicine and Pharmacy, University Mohammed V in Rabat, Rabat 10000, Morocco
2
High Institute of Nursing Professions and Technical Health, Agadir 80000, Morocco
3
Laboratory of Mother-Child Health and Nutrition Research, Faculty of Medicine and Pharmacy of Rabat, Mohammed V University of Rabat, Rabat 10000, Morocco
4
Laboratory of Drugs Science, Faculty of Medicine and Pharmacy, Mohammed V University, Rabat 10000, Morocco
5
Laboratory of Cell Biology and Molecular Genetics, Department of Biology, Faculty of Sciences, Ibn Zohr University, Agadir 80000, Morocco
6
Laboratory of Community Health, Preventive Medicine and Hygiene, Department of Public Health, Faculty of Medicine and Pharmacy, University Mohammed V in Rabat, Rabat 10000, Morocco
7
Pedagogy and Research Unit of Public Health, Department of Public Health, Faculty of Medicine and Pharmacy, University Mohammed V in Rabat, Rabat 10000, Morocco
8
Faculty of Medicine and Pharmacy, University Mohammed V in Rabat, Rabat 10000, Morocco
9
School of Medicine, University Mohammed VI of Health and Sciences, Mohammed VI Foundation of Health and Sciences, Casablanca 82403, Morocco
*
Author to whom correspondence should be addressed.
Nurs. Rep. 2025, 15(5), 138; https://doi.org/10.3390/nursrep15050138
Submission received: 26 March 2025 / Revised: 19 April 2025 / Accepted: 23 April 2025 / Published: 25 April 2025
(This article belongs to the Special Issue Breakthroughs in Nursing: Clinical Reasoning and Decision-Making)
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Abstract

Background: Nursing students must be able to enter clinical practice as safe, accurate, competent, and compassionate professionals. Objectives: The aim of this study was to investigate the effectiveness of simulation training on the satisfaction and self-confidence of undergraduate nursing students. Methods: A cross-sectional and correlational study was conducted among 151 students enrolled in the third semester of nursing. Data were collected using a questionnaire comprising three instruments: SSSCL, SDS, and EPQ. Pearson’s correlation analysis was used to examine the relationship between satisfaction and self-confidence. Multiple linear regression was conducted to assess the influence of simulation design and various educational practices on students’ satisfaction and self-confidence. Results: The results revealed high mean scores for satisfaction (4.41 ± 0.40) and self-confidence (4.50 ± 0.36). A moderate, significant positive correlation was found between self-confidence and satisfaction (r = 0.579, p < 0.001). Furthermore, various learning methods (B = 0.112, p = 0.037, 95% CI [0.007; 0.217]) and objectives/information clarity (B = 0.175, p = 0.040, 95% CI [0.008; 0.342]) had a significant positive effect on satisfaction. Similarly, active learning (B = 0.146, p = 0.020, 95% CI [0.023; 0.268]) and feedback (B = 0.154, p = 0.035, 95% CI [0.011; 0.297]) had a significant positive effect on self-confidence. Conclusions: This study confirms that simulation-based training effectively boosts nursing students’ satisfaction and self-confidence, supporting its integration as a key component of nursing education to better prepare them for clinical challenges.
Keywords: simulation; satisfaction; self-confidence; educational practices; simulation design; nursing students; nursing education; standardized patient simulation; satisfaction; self-confidence; educational practices; simulation design; nursing students; nursing education; standardized patient

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MDPI and ACS Style

Blaak, H.; Lkoul, A.; Iziki, H.; El Haddaouy, A.; Kharabch, A.; Razine, R.; Belyamani, L.; Obtel, M. Satisfaction and Self-Confidence of Moroccan Nursing Students in Simulation-Based Learning and Their Associations with Simulation Design Characteristics and Educational Practices. Nurs. Rep. 2025, 15, 138. https://doi.org/10.3390/nursrep15050138

AMA Style

Blaak H, Lkoul A, Iziki H, El Haddaouy A, Kharabch A, Razine R, Belyamani L, Obtel M. Satisfaction and Self-Confidence of Moroccan Nursing Students in Simulation-Based Learning and Their Associations with Simulation Design Characteristics and Educational Practices. Nursing Reports. 2025; 15(5):138. https://doi.org/10.3390/nursrep15050138

Chicago/Turabian Style

Blaak, Hicham, Abdelmajid Lkoul, Hayat Iziki, Abdelhadi El Haddaouy, Ahmed Kharabch, Rachid Razine, Lahcen Belyamani, and Majdouline Obtel. 2025. "Satisfaction and Self-Confidence of Moroccan Nursing Students in Simulation-Based Learning and Their Associations with Simulation Design Characteristics and Educational Practices" Nursing Reports 15, no. 5: 138. https://doi.org/10.3390/nursrep15050138

APA Style

Blaak, H., Lkoul, A., Iziki, H., El Haddaouy, A., Kharabch, A., Razine, R., Belyamani, L., & Obtel, M. (2025). Satisfaction and Self-Confidence of Moroccan Nursing Students in Simulation-Based Learning and Their Associations with Simulation Design Characteristics and Educational Practices. Nursing Reports, 15(5), 138. https://doi.org/10.3390/nursrep15050138

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