This study will examine whether student-centred simulation-based skills training helps undergraduate nursing students in the United Arab Emirates feel more confident in coping with difficult situations and experience less stress and anxiety. Simulation-based training allows students to practice skills through realistic scenarios. The study will compare a group receiving this training with a comparison group, using questionnaires before and after the training to assess changes in confidence in coping, perceived stress, and current anxiety.
Year 3 undergraduate nursing student at RAK Medical and Health Sciences University, enrolled in the Psychiatric Mental Health Nursing course for the first time.
Available to attend scheduled study activities and complete baseline and post-test assessments.
Willing to participate voluntarily and provide written informed consent.
Previously repeated the Psychiatric Mental Health Nursing course.
Previous participation in a structured simulation-based stress-management or coping programme substantially similar to the proposed intervention.
Bridging student or student with substantial prior professional nursing experience that makes educational exposure non-comparable.
Unable to complete the required intervention exposure or post-intervention assessment.
Parallel
Student-Centred Simulation-Based Skills Training
BehavioralA four-week student-centred simulation-based skills training programme for undergraduate nursing students, comprising one 55-minute session per week. Sessions use role-play with realistic student-centred scenarios and facilitated debriefing to practise coping and stress-management skills. The programme aims to improve coping self-efficacy and reduce perceived stress and state anxiety.
Coping Self-Efficacy at the End of the Four-Week Programme
Coping self-efficacy will be assessed using the 26-item Coping Self-Efficacy Scale (CSES). Each item is scored from 0 to 10, giving a total score of 0-260. Higher scores indicate greater coping self-efficacy. Post-intervention scores will be compared between the experimental and comparison groups using ANCOVA, adjusting for baseline CSES scores and pre-specified potential confounders.
Perceived Stress at the End of the Four-Week Programme
Perceived stress will be assessed using the 10-item Perceived Stress Scale (PSS-10). Positively worded items are reverse-scored, and total scores range from 0 to 40. Higher scores indicate greater perceived stress. Post-intervention scores will be compared between the experimental and comparison groups using ANCOVA, adjusting for baseline PSS-10 scores and pre-specified potential confounders.
State Anxiety at the End of the Four-Week Programme
State anxiety will be assessed using the six-item State-Trait Anxiety Inventory (STAI-6). The summed score is transformed to a range of 20 to 80, with higher scores indicating greater state anxiety. Post-intervention scores will be compared between the experimental and comparison groups using ANCOVA, adjusting for baseline STAI-6 scores and pre-specified potential confounders. Assessments will be conducted under comparable conditions in both groups.
Students' Perceptions of Educational Practices in the Simulation Programme
Students' perceptions will be assessed using the Educational Practices Questionnaire (EPQ), Student Version, in the experimental group only. The questionnaire assesses active learning, collaboration, diverse ways of learning, and high expectations. Domain and overall scores will be summarised descriptively.
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