Objective: The aim of this study was to determine the effects of high-fidelity simulation and hybrid methods on the anxiety levels, knowledge, and skills of nursing students providing postoperative care to patients with cervical spinal trauma.

Material and Method: This quasi-experimental, prospective, controlled study included 48 senior nursing students, who were divided into three groups (control, simulation, and hybrid). Study data were collected using the State–Trait Anxiety Inventory, knowledge forms, and skill assessment forms. Data were analyzed using the paired t-tests, two-factor MANOVA, and one-way ANOVA.

Results: The results indicated significant improvements in trait anxiety and knowledge scores before and after training, as well as after the simulation application (p<0.05), for both the simulation and hybrid groups. Changes in state anxiety (F=22.365, p<0.001), trait anxiety (F=4.637, p=0.014), and knowledge scores (F=78.371, p<0.001) were significant independent of group, and within-group analyses showed that both groups benefited from the intervention. Additionally, the hybrid group achieved higher mean practice scores than the simulation group after the simulation application (t=- 2.84, p=0.008).

Conclusion: Although the study found all simulation methods effective in improving knowledge, the hybrid simulation method was more effective in improving skills. Hybrid simulation methods involving standardized patients should be considered a particularly effective teaching approach in surgical nursing education to prepare nursing students for their future professional practice.

Students Nursing High fidelity simulation Patient simulation Postoperative care