Satir, Duygu GulecAtan, Senay UnsalKavlak, OyaErtem, GulSezer, HaleKazankaya, FigenTetik, SumeyyeAltintas, Ruken YagizAhsun, Selin2025-03-172025-03-172024Şatır, D. G., Atan, Ş. Ü., Kavlak, O., Ertem, G., Sezer, H., Kazankaya, F., Tetik, S., Altıntaş, R. Y., & Ahsun, S. (2024). Effects of simulation-based education on nursing students’ perceptions of positive birth and natural birth approaches. Clinical Simulation in Nursing, 97, 101649.1876-1399https://doi.org/10.1016/j.ecns.2024.101649https://hdl.handle.net/11454/116772Background: 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. Methods: 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. Results: Students in the HS group had significantly higher natural childbirth skill levels and positive perceptions than those in the VM group (p < .05). Natural birth knowledge levels significantly increased in both groups (p < .05). No significant differences in nursing students' self-confidence and satisfaction levels were found between the two groups (p > .05). Conclusion: 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. ClinicalTrials.gov Identifier: NCT06241443en10.1016/j.ecns.2024.101649info:eu-repo/semantics/closedAccessBirth careChildbirthNatural birthNursing educationNursing studentSimulationArticle97Dec111WOS:0013644178000012-s2.0-85209663873Q1Q1