Objectives Limited clinical exposure during undergraduate nursing education may hinder the effective application of theoretical knowledge in emergencies such as road traffic accident (RTA) management. Simulation-based education (SBE) offers a structured approach to support the development of clinical skills in a safe learning environment. The study aims to evaluate the effectiveness of a high-fidelity simulation (HFS)-based teaching module in enhancing the application of knowledge into clinical skills for RTA management among undergraduate nursing students. Material and Methods A quasi-experimental pretest-posttest study was conducted among 90 undergraduate nursing students from a nursing college in India. Participants underwent a structured HFS intervention incorporating pre-briefing, scenario-based training, and guided debriefing. Perception, knowledge, and clinical skill outcomes were assessed using validated instruments. Data were analysed using descriptive and inferential statistics, including paired and independent t-tests and Pearson’s correlation analysis. Results Following the simulation intervention, a statistically significant improvement in clinical skill performance was observed ( p <0.001). Knowledge and perception scores also increased; however, knowledge gain was not emphasised as a primary outcome. Correlation analysis demonstrated a significant positive relationship between knowledge and skill scores (r = 0.368, p = 0.001), indicating effective translation of theoretical understanding into clinical performance. Cohort-wise comparisons showed differential responsiveness, with greater skill improvement among students in earlier stages of training. Conclusion HFS was associated with improved clinical skill performance and supported the application of knowledge in emergency care. Early integration of structured simulation experiences within undergraduate nursing curricula may strengthen clinical readiness, while progressive simulation complexity may be required to sustain learning outcomes at advanced academic levels.
Muntari et al. (Sun,) studied this question.