Document Type

Other

Publication Date

Winter 10-8-2026

DOI

https://doi.org/10.5281/zenodo.23250843

Keywords

simulation-based learning, self-efficacy, head-to-toe assessment, nursing students, nursing education

Abstract

The transition into clinical practice presents significant challenges for first-semester nursing students, particularly related to self-efficacy and the ability to perform comprehensive patient assessments. Low self-efficacy may negatively influence clinical judgment, skill performance, and patient safety. The purpose of this Doctor of Nursing Practice project was to examine whether participation in a head-to-toe assessment simulation impacted general self-efficacy among first-semester nursing students. Guided by Bandura’s theory of self-efficacy, a quantitative, quasi-experimental, one-group pretest–posttest design was used to evaluate changes in self-efficacy following a high-fidelity simulation experience. A convenience sample of 42 first-semester Bachelor of Science in Nursing students participated in a structured head-to-toe assessment simulation prior to direct patient care. General self-efficacy was measured using the General Self-Efficacy Scale before and after the simulation intervention. Data were analyzed using descriptive statistics and a paired-samples t-test. Results indicated no statistically significant difference between pretest and posttest general self-efficacy scores following the simulation. Although findings did not demonstrate an immediate increase in general self-efficacy, results suggest that a single early simulation experience may be insufficient to influence global self-efficacy in novice learners. Findings support the need for repeated, longitudinal simulation experiences and the use of task-specific self-efficacy measures. Implications for nursing practice include intentional integration of simulation across curricula to support progressive skill development and clinical readiness.

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