ผลการจดการเรยนรโดยสถานการณจำลองเสมอนจรงตอความร ความพงพอใจ และความมนใจในตนเองของนกศกษาพยาบาล

This study employed a quasi-experimental research design to investigate the effects of virtual simulation-based learning on nursing students' knowledge, satisfaction, and self-confidence. Additionally, it explored students' perspectives before and after participating in virtual simulation-based learning. The study sample consisted of 80 second-year nursing students from Nakhon Ratchasima Rajabhat University in 2024. The research instruments included a virtual simulation-based learning plan designed for the Adult Nursing 1 course, focusing on nursing care for adult patients with neurological disorders and those with ear, nose, throat, and eye conditions. Data collection utilizes questionnaires assessing students' knowledge, satisfaction, and self-confidence in performing nursing procedures. Data analysis was conducted using descriptive statistics, including frequency distribution, percentage, mean, and standard deviation, as well as inferential statistics, specifically the paired sample t-test. Qualitative data were analyzed using content analysis. The findings revealed that the post-learning mean scores for knowledge, satisfaction, and self-confidence were significantly higher than the pre-learning scores (t= -3.75, -2.83, -5.95 p <0.05). The qualitative findings revealed that implementing virtual simulation-based learning significantly contributed to the development of nursing students' analytical thinking and clinical decision-making skills in addressing nursing-related problems. These results indicate that virtual simulation-based learning effectively enhances students' analytical thinking and decision-making skills in nursing practice. This study supports integrating virtual simulation-based learning into nursing education as an effective pedagogical approach to improving students' knowledge, satisfaction, and self-confidence before engaging in real clinical practice.