Cardiopulmonary physical examination is a fundamental nursing skill that is essential for the early recognition of patient problems and safe clinical decision-making. Nursing students often experience difficulties in developing competence and confidence in performing cardiac and pulmonary assessment skills during their early clinical education.
This quasi-experimental study aims to compare the effects of simulation-based training and standardized patient-based training on first-year nursing students' cardiopulmonary physical examination outcomes. The study will evaluate knowledge, clinical skill performance, learning satisfaction, self-confidence, and anxiety levels before and after the educational interventions.
Participants will be first-year nursing students enrolled in a health assessment course. Students will be assigned to either a simulation-based training group or a standardized patient-based training group. Data will be collected using knowledge tests, skill assessment checklists, satisfaction and self-confidence scales, and anxiety measures. The findings are expected to contribute to evidence-based nursing education by identifying effective teaching strategies for improving cardiopulmonary assessment competence among nursing students.
First-year nursing students enrolled in the Nursing Department of the Faculty of Health Sciences during the 2025-2026 academic year.
Enrolled in the Health Assessment I and II courses for the first time.
Willing to participate and able to provide written informed consent.
Agree to attend all educational sessions, including theoretical instruction and practical training.
Previous formal training in cardiopulmonary physical examination (e.g., summer school, certification course, or equivalent training).
Transfer students admitted through horizontal or vertical transfer programs.
Receiving ongoing psychological or psychiatric treatment for a diagnosed mental health condition, particularly anxiety-related disorders.
Withdrawal of informed consent at any stage of the study.