Mohammed Al-Hassan

University of Regina, Canada

Enhancing Engagement and Motivation Through Simulation: Narrowing the Academic–Practice Gap in Nursing Education

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Biography

Dr. Mohammed Al-Hassan, BSc, MSc, CCSNE, MPhil, DMgt is a Clinical Nurse Educator, Simulation Specialist, and Assistant Professor with over 20 years of experience in nursing education and practice across Jordan, Canada, and Qatar. He holds a Doctorate in Management and Leadership, with research focused on simulation-based learning. A Certified Canadian Simulation Nurse Educator, he has led major simulation initiatives and published on nursing education, AI in healthcare, and culturally responsive teaching. Dr. Al-Hassan is dedicated to preparing practice-ready, motivated graduates for the evolving global healthcare landscape.

Abstract

Abstract

Background:
Simulation-Based Learning (SBL) is increasingly recognized as a vital strategy to bridge the academic–practice gap in nursing education. While widely studied internationally, limited evidence exists from Middle Eastern contexts. This study provides empirical findings from Qatar, addressing ICONEd’s priorities for global nursing education.

Objectives:
To examine the relationship between SBL, student engagement, and motivation, and to identify predictors of perceived learning outcomes among undergraduate nursing students.

Methods:
A cross-sectional survey design was used with a stratified random sample of 312 nursing students at a Qatari institution. Data were collected using the validated Comprehensive Healthcare Education Simulation Tool (CHEST), which measures simulation environment, engagement, and motivation. Analyses included descriptive statistics, Pearson correlations, and multiple regression.

Results:
Students reported highly positive perceptions of simulation. Over 85% agreed that labs were well-equipped and culturally relevant, while more than 90% valued faculty support and reflective debriefing. Engagement and motivation were consistently high. Correlational analysis showed strong positive associations between SBL and engagement (r = .878, p < .001), and between SBL and motivation (r = .752, p < .001). Regression results identified engagement as the strongest predictor of perceived learning outcomes (? = 0.74, p < .001), followed by motivation (? = 0.18, p = .001).

Conclusions/Implications:
SBL significantly enhances student engagement and motivation, both critical to practice readiness. By embedding simulation within curricula and investing in culturally responsive facilitation, institutions can reduce the academic–practice gap and advance ICONEd’s mission to prepare motivated, competent, and practice-ready nursing graduates.