Effects of simulation-based education on nursing students’ perceptions of positive birth and natural birth approaches

<h2>Abstract</h2><h3>Background</h3> Nursing education should be adjusted to align with national health priorities. In this study, we examined how simulation-based education impacted nursing students' knowledge, skills, and approaches to natural childbirth, as well as their self-confidence, perceptions of positive birth, and educational satisfaction. <h3>Methods</h3> A total of 56 undergraduate nursing students were enrolled in this comparative, quasi-experimental, pre- and post-test designed study and were randomly assigned to a hybrid simulation (HS) or a video-model (VM) group. <h3>Results</h3> Students in the HS group had significantly higher natural childbirth skill levels and positive perceptions than those in the VM group (<i>p</i> < .05). Natural birth knowledge levels significantly increased in both groups (<i>p</i> < .05). No significant differences in nursing students' self-confidence and satisfaction levels were found between the two groups (<i>p</i> > .05). <h3>Conclusion</h3> HS improved nursing students' natural birth approach skills and positively affected their perceptions. Simulation-based education may enhance maternity care practice. Simulation scenarios should be integrated into the nursing curriculum to provide comprehensive support for positive birth experiences. <b>ClinicalTrials.gov</b> Identifier: NCT06241443