Effects of developing scenario learning in a fundamental nursing course: a pilot study

Background This pilot study aimed to investigate the effects of developing scenario learning (DSL) on team efficacy, systems thinking, and proactivity in problem-solving in a fundamental nursing course. Methods A total of 53 second-year nursing students were enrolled in the study; the DSL nursing education program was implemented for 15 weeks from March 4 to June 17, 2021. Data on team efficacy, systems thinking, and proactivity in problem-solving were measured before and after the DSL-based nursing education program. The collected data were analyzed using the IBM SPSS Statistics version 22.0. Results The results demonstrated that nursing students' team efficacy (t = - 8.228, p < .001, Cohen's d = 1.079), systems thinking (t = - 9.757, p < .001, Cohen's d = .731), and proactivity in problem-solving (t = - 8.635, p < .001, Cohen's d = .992) significantly increased after the program. Conclusions The findings of this study can contribute to the development of nursing competency in nursing students without experience in nursing practicum. The authors recommend incorporating DSL in the nursing curriculum to promote early adaptation in clinical settings.

Automated summary

This study aimed to investigate the effects of developing scenario learning on team efficacy, systems thinking, and proactivity in problem-solving. The results showed that nursing students' team efficacy, systems thinking, and proactivity in problem-solving significantly increased after implementing scenario learning.