Assessment of Knowledge, Attitude and Behavior of Nursing Faculty about Simulation Based Teaching in Lahore, Pakistan: A Cross-Sectional Study

Background: Simulation-based teaching is widely known as an effective learning method and is widely used today in the education of nursing students to improve their competence, the development of critical thinking skills, and patient safety. Despite the potential of simulation-based teaching, limited evidence is available on nursing faculty members' knowledge, attitudes, and behaviors towards simulation-based teaching in Pakistan where the faculty preparedness is very important for successful implementation of simulation-based teaching. Methodology: This was a cross sectional study among 104 nurses' faculty of 6 nursing institutes of Lahore, Pakistan. Convenience sampling was used to recruit participants, who then filled out a structured questionnaire to measure the variables of knowledge, attitudes and behaviors that were measured, regarding simulation-based teaching. Data analysis employed in the study was SPSS Version 27 with Likert scale validated instruments. Data of the participant and study variables were summarized using descriptive statistics and the relationship and the predictor of simulation-based teaching behavior was examined using Spearman correlation, one-way ANOVA, and multiple linear regression analyses. All participants provided informed consent and the relevant institutional review boards provided ethical approval. Results: A total of 104 nursing faculty members participated in the study. The mean knowledge, attitude, and behavior scores were 1.98 ± 0.51, 1.95 ± 0.51, and 3.23 ± 1.05, respectively. Knowledge was significantly and positively correlated with attitude (ρ = 0.489, p < 0.001). Knowledge scores differed significantly across age groups (F = 3.810, p = 0.012), while attitude scores varied significantly according to qualification level (F = 4.941, p = 0.009). Multiple linear regression analysis showed that attitude was the only significant predictor of simulation-based teaching behavior (β = 0.310, p = 0.006). Conclusion: Nursing faculty demonstrated moderate knowledge and attitudes toward simulation-based teaching, while attitudes were found to be the strongest predictor of simulation-related teaching behavior. Strengthening faculty development initiatives and institutional support may enhance the effective integration of simulation-based teaching and improve the quality of nursing education in Pakistan.