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mean scores before and after simulation? 2. Are pediatric nursing students satisfied and self-confident with their learning after completing clinical simulations session? 3. What are the relationship between self-efficacy, self-confidence and satisfaction of pediatric nursing students? Sample and Setting: This study was conducted at the College of Nursing, pediatric simulation lab in Saudi Arabia The pediatric lab contains low- and moderate-fidelity infant and child simulators. One high fidelity infant manikin and a medium fidelity child manikin were used to conduct the study. A convenience sample of 158 third year baccalaureate nursing students enrolled in a pediatric nursing course were participated in the study. The average age of the participants was 20-25 years. The sample closely approximated the demographics of the university and of the regions in which the university at large recruits students. The sample characteristics are summarized in Table 1. Procedure The study was approved by the Research Unit Committee of the college at which the research took place. Participants were assured that they have the right to withdraw at any time without academic consequence. Strict confidentiality was maintained. The nursing college in which the data were collected lately invested in both high- and low-fidelity simulation labs including pediatric nursing lab. To assess the impact of simulation training on student learning and to improve instruction, data are being collected on students as part of the teaching and learning process of the nursing care of children and their families’ course. Students were asked to respond to a pre-test questionnaire which included socio-demographic data questionnaire, knowledge and self-efficacy, before experiencing any simulation training. A variety of clinical scenarios about child who have respiratory problems such as asthma, bronchitis, bronchiolitis and a child with cardiac congenital heart disease scenarios were presented in the high-fidelity and low fidelity manikins. The scenarios were written by pediatric nursing instructors. Before beginning the simulation sessions, all students attended an orientation session on the simulators and the equipment in the pediatric nursing lab at the college. Next, each student was given a small cart with the “child” history, medications, oxygen saturation, blood pressure and pulse and other important informations. Some of the participants acted as nurses in the hospitals while others acted as mothers. A 20 minute debriefing session in the lab was conducted after each case to clarify any concerns and give feedback to the participants. Instruments: Data was collected by using four set of questionnaires: 1) The Socio-demographic Data, 2) knowledge questionnaire, 3) General Self Efficacy scale (GSE), 3) Satisfaction with Learning and Selfconfidence in Learning questionnaire (SCL). Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.8, No.11, 2017 98 The Socio-demographic Data Questionnaire was designed by the researchers. It covers participant’s personal information such as age, education, marital status, previous experience in simulation Knowledge questionnaire: Participant’s knowledge acquisition and retention was assessed with written multiple choice questions exam before and after clinical simulation experience. The exam questions covered topics on respiratory system including asthma, bronchitis and bronchiolitis. The pre and post simulation experience scores were used as a proxy measure of the participant’s knowledge. The pre and posttests exams were equivalent in content and graded by the researchers. Students were awarded one point for each correct answer using a standardized grading rubric. Self-efficacy: Students’ self-efficacy was measured using the General Self Efficacy scale (GSE) (Schwarzer & Jerusalem, 1995). The GSE is a 10-item scale designed to assess self-perception about one’s ability to cope with a variety of difficult situations in life. The General Self-Efficacy Scale scores range from 10–40, with 40 indicating the highest possible score. The average time to complete the scale is 4 minutes. Reliability of the scale has been established in samples from 23 nations with Cronbach’s ranging from .76 to .90, with the majority in the high 0.80s (Jerusalem & Schwarzer, 1995). Satisfaction with Learning and Self-confidence in Learning (SCL): Student’s satisfaction and selfconfidence in learning were measured using a 13-item, 5-point Likert-scale developed by the National League for Nursing (Jeffries, 2005). The instrument is divided into two subscales which are designed to measure student satisfaction (five items) and self-confidence (eight items) respectively in learning through simulation. Scores may range from 5 to 25 for the satisfaction subscale and 8 to 40 for self-confidence subscale, with higher scores indicating greater satisfaction. The content validity of the instrument was established by nine clinical experts (Jeffries and Rizzolo, 2006). The values of Cronbach’s alpha has been reported as 0.94 for satisfaction subscale and 0.87 for self-confidence subscale. Data Analysis Data were analyzed using the Statistical Package for Social Science (SPSS) software version 20. A p-value of 0.05 was considered statistically significant. The researchers used descriptive statistics such as percentages, means, standard
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