Sustainable Disaster Nursing Education Through Functional Exercises and Simulation: Effects on Knowledge, Problem-Solving, and Learning Outcomes

The present study developed and evaluated an integrated disaster nursing education program combining functional training and simulator-based learning to address limitations of traditional, theory-driven approaches. Overall, 49 senior nursing students completed the program using a four-stage repeated-measures design. The findings indicated a substantial enhancement in disaster nursing knowledge over time. However, problem-solving ability, learning self-efficacy, and motivation exhibited improvement only in post hoc comparisons. This contradictory yet fundamental finding suggests that knowledge acquisition occurs more directly, whereas problem-solving and motivational competencies require cumulative practice, feedback, and contextual immersion. Educator reflections and student debriefings further underscored the significance of teamwork, communication, and scenario relevance in facilitating learning transfer. Despite its limitations, including a single-site, female-dominated sample, reliance on self-reported measures, and a brief follow-up period, this study makes a significant contribution to the field of disaster nursing education by presenting a sustainable and adaptable model. Incorporation of multi-institutional and longitudinal designs, as well as qualitative analyses of learning processes will be crucial in future studies. This will ensure the study’s generalizability and long-term impact.