Furkan KELEŞ, Funda BÜYÜKYILMAZ
Mediterranean Nursing and Midwifery - 2026;6(1):60-69
Objective: This study aimed to assess the impact of 2 distinct simulation approaches-low-fidelity models and standardized patients-on nursing students' anxiety levels, knowledge, psychomotor abilities, and perception of learning during hair washing skill training in a simulated environment. Method: In this randomized controlled trial, 80 first-year nursing students enrolled in the Fundamentals of Nursing course were randomly assigned to one of two groups: a low-fidelity model group (n = 40) and a standardized patient group (n = 40). Immediately after the theoretical and laboratory courses, a test was administered to the students to measure their knowledge of head bathing. The data were gathered through a student demographic information form, the State-Trait Anxiety Inventory, a skills checklist, a knowledge assessment, and the Simulation Effectiveness Tool-Modified (SET-M). Results: The students had a mean age of 19.11 +/- 1.39 years; 59% were female, and 60% were graduates of Anatolian High Schools. Following the head washing simulation for bedridden patients, there were no significant differences between the 2 groups in terms of anxiety, knowledge, and skill scores (P > .05). Students in the standardized patient group had higher perceptions of "learning," "confidence," and "overall effectiveness of learning" in the SET-M simulation environment than those in the low-fidelity model group (P < .05). Conclusions: Both simulation methods were effective in teaching head bathing skills to nursing students. However, based on reported student perceptions, the use of standardized patient practice is recommended to provide more effective simulation-based teaching.
