Development and preliminary evaluation of a procedural performance-oriented back-table setting simulation program for nursing students

Purpose: This pilot study aimed to develop a procedural performance-oriented back-table setting simulation program and to preliminarily evaluate its effects on knowledge, self-efficacy, and procedural accuracy among undergraduate nursing students.Methods: A pilot quasi-experimental study using a non-equivalent control group pretest–posttest time-lag design was conducted with third-year nursing students at a university. A total of 54 students were assigned to either the experimental group (n=27) or the control group (n=27). The experimental group participated in the simulation program, whereas the control group received conventional didactic operating room safety education. Data were collected at baseline and one week after the intervention. Knowledge and self-efficacy were measured using researcher-developed questionnaires, and procedural accuracy was assessed by two independent raters using a structured checklist. Analysis of covariance was performed to examine group differences while controlling for baseline scores.Results: After adjusting for baseline differences, no significant difference was found in post-intervention knowledge scores (F=0.28, <i>p</i>=.596). However, the experimental group demonstrated significantly higher self-efficacy (F=75.92, <i>p</i><.001, partial η²=.60) and procedural accuracy (F=150.66, <i>p</i><.001, partial η²=.75).Conclusion: A procedural performance-oriented simulation program may be more effective in improving performance-related outcomes than declarative knowledge in perioperative nursing education.