Simulation-Based Training and Its Influence on the Caregiving Competence of Senior High School Students in the Technical Professional–Caregiving Track

This descriptive-correlational study examined simulation-based training and caregiving competence among 205 senior high school students enrolled in the Technical Professional–Caregiving Track at a public secondary school in Santa Cruz, Davao del Sur. Total enumeration sampling and a researcher-developed questionnaire were used. Descriptive statistics, Spearman rank-order correlations, and multiple regression were applied. Training dimensions showed predominantly positive associations with communication, confidence, decision-making, caregiving tasks, and practical application. Student engagement was significantly related only to decision-making (ρ = .210, p = .002). For communication, training frequency and duration (β = .170, p = .025), learning environment (β = .242, p = .006), and instructional guidance (β = .305, p = .001) were significant predictors (R² = .408). Learning environment and instructional guidance consistently emerged as significant predictors in several competence domains. Findings support attention to structured practice, quality feedback, and enabling training conditions and informed the Simulation-Based Caregiving Competence Enhancement Framework.