Title: "Impact of Simulation-based Teaching on Nursing Pharmacology Knowledge and

Clinical Competence: A Quasi-Experimental Study"

Abstract: This research study aimed to investigate the effectiveness of simulation-based

teaching on nursing pharmacology knowledge and clinical competence. Nursing
pharmacology education plays a critical role in ensuring safe and effective medication
administration. Traditional didactic approaches may not always effectively translate
theoretical knowledge into practical skills. Simulation-based education offers a
promising approach to bridge this gap by providing an interactive and realistic learning
environment.

Methodology: A quasi-experimental design was employed, involving two groups of

nursing students: an experimental group exposed to simulation-based teaching and a
control group receiving traditional didactic lectures. Participants were selected through
purposive sampling from a nursing program at a tertiary institution. The study was
conducted over a 10-week period.

The experimental group underwent simulation-based sessions using high-fidelity

patient simulators. These sessions included scenarios related to medication
administration, adverse drug reactions, and medication management. The control group
received standard didactic lectures on pharmacology topics.

Pre- and post-intervention assessments were conducted to measure pharmacology

knowledge and clinical competence. Pharmacology knowledge was assessed using a
validated multiple-choice questionnaire, while clinical competence was evaluated
through simulated medication administration scenarios and objective structured clinical
examinations (OSCEs).

Results: Preliminary results indicate that the experimental group showed a statistically
significant improvement in both pharmacology knowledge and clinical competence
scores compared to the control group. Simulation-based teaching appeared to enhance
participants' ability to apply theoretical pharmacological concepts to clinical practice.
Furthermore, the experimental group demonstrated increased confidence in medication
administration and management.

Conclusion: This research study provides evidence that simulation-based teaching is an

effective method for enhancing nursing pharmacology knowledge and clinical
competence. Integrating realistic scenarios through simulation helps bridge the gap
between theory and practice, enabling students to develop critical thinking skills,
decision-making abilities, and confidence in medication-related tasks. Further research
with larger sample sizes and longer follow-up periods is recommended to validate these
findings and explore the long-term impact on nursing practice.