Year: 2026
Type: article
Abstract: The objectives of this research were to 1) assess nursing knowledge regarding the care of patients with cardiovascular diseases, and 2) evaluate the analytical thinking skills of nursing students following the implementation of Simulation-Based Learning (SBL). The study employed a mixed-methods research design, integrating a two-group quasi-experimental design with structured interviews. The sample consisted of 100 third-year nursing students from Boromarajonani College of Nursing, Udon Thani, selected through simple random sampling and divided equally into an experimental group (n=50) and a control group (n=50). The research instruments included a personal data record, a nursing knowledge test, and an analytical thinking scale, with Cronbach’s alpha coefficients of 0.79 and 0.83, respectively. The structured interview guide yielded an Index of Item-Objective Congruence (IOC) of 0.86. Data were analyzed using frequency, percentage, standard deviation, and independent t-test. The results revealed that prior to the intervention, there were no statistically significant differences in the mean scores of nursing knowledge and analytical thinking between the two groups (p>.05), indicating baseline equivalence. Post-intervention, the experimental group achieved significantly higher analytical thinking scores than the control group at the .05 level. However, no significant difference was observed in nursing knowledge scores between the two groups (p>.05). Qualitative data from the interviews indicated that students developed their knowledge through hands-on practice and the final debriefing session conducted by the instructor. Furthermore, the SBL process enhanced analytical thinking by bridging theoretical knowledge with realistic simulations, facilitating collaborative planning, and strengthening situational decision-making skills.
Language: Thai
Subfield: Physiology
Field: Medicine
Domain: Health Sciences
Open Access status: diamond
OpenAlex ID: W7215213552