PERCEIVED INFLUENCE OF LOW-FIDELITY SIMULATION MANIKINS ON NURSING STUDENTS’ SELF-CONFIDENCE AND PERCEIVED COMPETENCE: A CROSS-SECTIONAL STUDY AT THE UNIVERSITY OF BENIN

Abstract

This descriptive cross-sectional study assessed the perceived influence of low-fidelity manikins on self-confidence and competence among a convenience sample of 218 undergraduate nursing students at the University of Benin, Nigeria. Simulation has become a central strategy in nursing education because it allows students to practice clinical skills in a controlled environment before exposure to real patients. In many resource-limited nursing schools, low-fidelity manikins remain the dominant simulation tools, yet their perceived influence on student confidence and competence requires context specific evaluation. Kolb’s experiential learning framework was used in this study. A 24 item structured questionnaire was used to collect data on socio-demographic details; attitude towards simulation based learning, perceived self-confidence, and perceived competence after learning with low-fidelity manikins. Items were presented in modified 4-item Likert scale format. Data were analysed using frequencies, percentages, means, and standard deviations with a response rate of 98.6%. The mean cut-off value was 2.5. Students demonstrated a positive attitude toward simulation-based learning (grand mean = 3.0), but reported low perceived self-confidence (grand mean = 2.3) and low perceived competence (grand mean = 2.2). Nursing students generally accepted simulation based learning, but the exclusive use of low-fidelity manikins appeared insufficient for developing high perceived self-confidence and perceived competence. Nursing programmes in this resource limited settings should retain low-fidelity manikins for basic psychomotor skills while progressively integrating higher-fidelity resources, structured debriefing, and supervised clinical transition activities.