Impact of a Clinical Simulation Program on Communication Skills, Psychological Well-being, and Self-Perception of Personality Traits in Nursing Students.
Abstract
Introduction: Communication skills are essential in clinical practice. Clinical simulation has growing empirical support as a training strategy, yet its effects on psychological well-being and personality traits in nursing students has received little attention. The present study analyzed the effect of a clinical simulation program on communication skills, emotional management, psychological well-being, and personality traits in nursing students. Methodology: A quasi-experimental pre-post study without a control group was conducted with 101 second-year nursing students (Universidad Pontificia de Salamanca). Ad hoc self-perception measures, the Health Professionals Communication Skills Scale (EHC-PS), the Ryff Scale, and the Big Five scale were administered. The intervention comprised 11 clinical simulation sessions within a compulsory course. Wilcoxon tests with Holm-Bonferroni correction were used. Results: Self-perceived communication and emotional management improved with large effects (p< .001). Among validated instruments, significant improvements were found in EHC-PS Total (r = .308), Social Skills (r= .275), Self-Acceptance (r = .374), total Psychological Well-Being (r = .317), self-perceived Emotional Stability (r = .496), Agreeableness (r = .449), Extraversion (r = .305), and Conscientiousness (r = .263). Respect did not change. Discussion: Effects were stronger on self-perception measures than on standardized instruments, suggesting greater changes in confidence than in specific skills. The absence of a control group limits causal interpretation. Conclusion: Clinical simulation showed potential for improving communicative competencies, well-being, and self-perceived personality traits, although controlled studies are needed.
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