Perceived Simulation Design Quality, Educational Effectiveness, Satisfaction, and Self-Confidence in a Resource-Conscious Burn Care Simulation: A Multicentre Observational Study.
4 affiliations
- 1Postgraduate Program in Nursing, Santa Catarina State University (UDESC), Chapeco 89815-630, SC, Brazil.
- 2Undergraduate Nursing Programme, Integrated Health Institute, Federal University of Mato Grosso do Sul (UFMS), Campo Grande 79070-900, MS, Brazil.
- 3Undergraduate Nursing Programme, Institute of Health Sciences, Federal University of Mato Grosso (UFMT), Cuiaba 78060-900, MT, Brazil.
- 4Postgraduate Program in Nursing, Federal University of Fronteira Sul (UFFS), Chapeco 89815-899, SC, Brazil.
Abstract
Background: Early recognition and management of burns are essential, yet access to technologically complex simulation may be limited in resource-constrained educational settings. Methods: We developed a resource-conscious simulation scenario for the initial management of adult burns, established its content validity, and evaluated its implementation across three Brazilian public universities. Nine experts assessed content validity, and post-intervention evaluation included 48 nursing students. Perceived simulation design quality, perceived educational effectiveness, satisfaction, and self-confidence were measured. Results: The scenario demonstrated adequate content validity (S-CVI/Ave = 0.86). Median scores were 4.60/5.0 for design quality, 2.63/3.0 for perceived educational effectiveness, 4.80/5.0 for satisfaction, and 4.38/5.0 for self-confidence. Perceived design quality correlated positively with perceived effectiveness (ρ = 0.557; 95% CI 0.317-0.731), satisfaction (ρ = 0.711; 95% CI 0.529-0.831), and self-confidence (ρ = 0.612; 95% CI 0.390-0.767; all p < 0.001). After adjustment for age, region, and previous simulation experience, each one-point increase in design rating remained associated with a 0.43-point increase in perceived effectiveness (95% CI 0.17-0.69; p = 0.002). Conclusions: Higher perceived design quality was associated with more favourable self-reported educational outcomes. The scenario was implemented across three institutions, but its effects on knowledge and clinical performance require further evaluation.
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BibTeX
@article{meschial2026perceived,
title = {{Perceived Simulation Design Quality, Educational Effectiveness, Satisfaction, and Self-Confidence in a Resource-Conscious Burn Care Simulation: A Multicentre Observational Study.}},
author = {William Meschial and Muriel Fernanda de Lima and Luciene Andrade and Alice Nespollo and Isadora Cardias and Cristiane Siebeneichler and Sandra Marin and Julia Bitencourt and Denise Zocche},
journal = {European burn journal},
year = {2026},
month = oct,
doi = {10.3390/ebj7040052},
url = {https://europepmc.org/article/MED/42924820},
note = {CC BY},
}
RIS
TY - JOUR
TI - Perceived Simulation Design Quality, Educational Effectiveness, Satisfaction, and Self-Confidence in a Resource-Conscious Burn Care Simulation: A Multicentre Observational Study.
AU - William Meschial
AU - Muriel Fernanda de Lima
AU - Luciene Andrade
AU - Alice Nespollo
AU - Isadora Cardias
AU - Cristiane Siebeneichler
AU - Sandra Marin
AU - Julia Bitencourt
AU - Denise Zocche
PY - 2026
DA - 2026/10/09
JO - European burn journal
DO - 10.3390/ebj7040052
UR - https://europepmc.org/article/MED/42924820
AB - Background: Early recognition and management of burns are essential, yet access to technologically complex simulation may be limited in resource-constrained educational settings. Methods: We developed a resource-conscious simulation scenario for the initial management of adult burns, established its content validity, and evaluated its implementation across three Brazilian public universities. Nine experts assessed content validity, and post-intervention evaluation included 48 nursing students. Perceived simulation design quality, perceived educational effectiveness, satisfaction, and self-confidence were measured. Results: The scenario demonstrated adequate content validity (S-CVI/Ave = 0.86). Median scores were 4.60/5.0 for design quality, 2.63/3.0 for perceived educational effectiveness, 4.80/5.0 for satisfaction, and 4.38/5.0 for self-confidence. Perceived design quality correlated positively with perceived effectiveness (ρ = 0.557; 95% CI 0.317-0.731), satisfaction (ρ = 0.711; 95% CI 0.529-0.831), and self-confidence (ρ = 0.612; 95% CI 0.390-0.767; all p < 0.001). After adjustment for age, region, and previous simulation experience, each one-point increase in design rating remained associated with a 0.43-point increase in perceived effectiveness (95% CI 0.17-0.69; p = 0.002). Conclusions: Higher perceived design quality was associated with more favourable self-reported educational outcomes. The scenario was implemented across three institutions, but its effects on knowledge and clinical performance require further evaluation.
SN - 2673-1991
ER -