Erbas, AtiyeCelik, Sevilay Senol2026-07-012026-07-0120261305-2381https://hdl.handle.net/20.500.12684/23759Objective: 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.eninfo:eu-repo/semantics/closedAccess[Keyword Not Available]Article22146542-s2.0-105040333304WOS:001760741600005Q4Q4