Impact of Pedagogical Intervention on Nursing Students’ Knowledge Acquisition in Simulation-Based Learning

This research article examines the effectiveness of a new pedagogical intervention on nursing students’ knowledge acquisition in simulation-based learning. The study found that the intervention group had significantly higher scores on a knowledge test conducted after the simulations in comparison to the scores in the control group. The intervention introduced a knowledge test prior to the simulation, video-recording of the performance, and a structured observation form used by students and facilitator during observation and debriefing.