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deviations and frequencies to describe the data. Pearson r (interval/ratio data), and dependent sample t-test were used to determine the relationship between the study variables and pre-post test scores. Results Since two batches of students (2013 and 2014) were enrolled in the study, the two batches were checked to figure out if there were any differences between the two batches. No statistical difference were identified between the two batches, so they combined together in the analysis. Sample characteristics All the participants were female and their age ranged from 21 to 26 years old with a mean of 22.05 (±.975) years. All of them were level 7 students (third year students). The majority of the students were unmarried (96.84%) and had no previous experience in simulation Table 1: Frequency Distribution of the Socio- demographic Characteristics of the Sample (N=158) Variable N(%) Age Marital status Married Unmarried 5 (3.16) 153 (96.84) Level Level 7 158 (100) Past simulation experience Yes No 15 (9.49) 143 (90.51) Knowledge about the simulated patients One of the objectives of this study was to assess the effect of the simulation on the student’s self-efficacy. The student’s knowledge level was assessed before and after simulation. There was a significant difference between the pretest and posttest knowledge scores. The overall mean of the pre-test knowledge score M = 6.5 (SD = 4.7) t=17.14, p=000 was higher than the post test scores M = 8.2 (SD = 3.8), t=26.9, p=000 Self-efficacy Another purpose of this study was to see the effect of the simulation on the student’s self efficacy. A descriptive Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.8, No.11, 2017 99 statistical procedure was used to examine the mean scores and standard deviation of the pretest and posttest results for the general self-efficacy scale. Paired t-tests were used to compare the differences between the mean total scores before and after the simulation sessions. The results revealed that the pretest total scores (M = 34.41, SD = 4.45) were significantly higher than the posttest total score of the self-efficacy subscale (M = 30.30, SD = 5.45). The differences in pretest and posttest mean scores was statistically significant (t = 7.66, df = 157, p < .001). This results indicates that the total self-efficacy of the students were lower after the simulation session. Table 2. Student Reports of General Self-efficacy before and after simulation (N=158) Item Pre-simulation (Mean/SD) Post-simulation (Mean/SD) 1- I can always manage to solve difficult problems if I try hard enough 3.8924(.89290) 3.1709(.76710) 2- If someone opposes me, I can find the means and ways to get what I want. 3.6709(.81735) 3.0443(.70796) 3- It is easy for me to stick to my aims and accomplish my goals. 3.7911(.85253) 3.0886(.72604) 4- I am confident that I could deal efficiently with unexpected events. 3.1772(.95450) 2.8354(.78894) 5- Thanks to my resourcefulness, I know how to handle unexpected situations. 3.2532(.91649) 2.9367(.73739) 6- I can solve most problems if I invest the necessary effort. 3.8987(.79960) 3.2152(.66142) 7- I can remain calm when facing difficulties because I can rely on my coping abilities. 3.4494(1.09746) 3.0696(.74967) 8- When I am confronted with a problem, I can usually find several solutions. 3.6203 (.85665) 2.9684 (.75224) 9- If I am in trouble, I can usually think of a solution. 3.7595 (.98673) 3.0316 (.69043) 10- I can usually handle whatever comes my way. 3.3671 (.97976) 2.8165 (.72127) Overall satisfaction M = 34.41 (4.45) M = 30.30 (5.45) Perception of Satisfaction and self confidence The second purpose of this study is to determine the student’s perception of satisfaction and self-confidence after the simulated experience. The overall mean for the satisfaction subscale was 4.43 (SD = 0.51) and the overall mean for the self-confidence subscale was M = 4.41 (SD = 0.39) suggests that the majority of the students were satisfied and self-confident in their abilities to provide care for the pediatric patient after the simulated experience. Pearson correlation among study variables Table 3 shows the Pearson product moment correlations between the study variables measures pre and post simulation experience. That post simulation self-efficacy was positively correlated with satisfaction (r= .46, P = 0.001) and self-confidence (r=. .50, P = 0.001). Satisfaction with simulation was also positively correlated with self-confidence (r = 0.46, P = 0.001). Table 3 Pearson correlations among study variables (N = 158). Variable 1 2 3 4 1.Self efficacy pre 1.00 P = 0.001 2.Self efficacy post 0.086 P= .283 1.00 3.Satisfaction with simulation -.031 0.461 P = 0.001 1.00 4.Self confidence -.085 .505 P = 0.001 .756 P = 0.001 1.00 Discussion The primary purpose of this study was to evaluate the effect of using a simulation based scenarios on the pediatric nursing students’ knowledge, self-efficacy, satisfaction, and confidence. The findings demonstrated that knowledge regarding a specific pediatric diseases were significantly higher after participating in the simulated experience. The effect of simulation the pediatric student’s knowledge that revealed in this study matches the findings of previous research. In the study of Young and Jung (2015) results indicated that students in the Journal of Education and Practice www.iiste.org ISSN 2222-1735
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