Tables 1.

Main Characteristics of the included studies on self-confidence-related interventions among nursing students.

Authors, year, country	Interventions	Purpose	Study Design	Instrument	Sample size	Result
Abarca et al., 2023, Brazil	Simulation learning with video	To identify the effect on satisfaction and self-confidence of undergraduate nursing students after using a validated bed bath video during the simulation.	Randomized controlled trial	Self-Confidence with Learning Scale	58	There was no significant difference between the groups regarding satisfaction and self-confidence.
Alamrani et al., 2018, Saudi Arabia	Simulation learning	To compare the effect of simulation-based and traditional teaching methods on the critical thinking and self-confidence of Nursing students during electrocardiogram interpretation sessions	Randomized controlled trial	Confidence Scale (C-scale)	30	There was no significant difference between the results of the simulation method and those of the traditional teaching method, which suggests that the outcomes depend on how well the traditional or modern teaching programs are implemented.
Altun et al., 2022, Turkey	Simulation learning	To compare the impact of standardized patient and low-fidelity simulation methods on the success, satisfaction, and self-confidence levels of nursing students in prevention and management of pressure injury education.	Randomized controlled trial	Self-Confidence with Learning Scale	81	There was no statistically significant difference between the two groups in terms of the scores obtained from the Students Satisfaction and Self-Confidence in Learning Scale and its subscales. Compared to the low-fidelity mannequin group, the standardized patient group obtained higher scores from the Simulation Design Scale and its Objectives/Information subscale.
Bektaş et al., 2017, Turkey	Web-based education	To investigate the effect of web‐based teaching on paediatric nursing internship students' self‐confidence and anxiety levels in the clinical decision‐making process	Quasi-experimental	Nursing Anxiety and Self-confidence with Clinical Decision‐making Scale	61	The web-based program increased the students' confidence by 17.8%
Blum et al., 2010, USA	Simulation learning	To examine of the quantitative relationship between simulation, student self-confidence, and clinical competence in high-fidelity patient simulation	Quasi-experimental	Lasater Clinical Judgment Rubric	53	The simulation technique generally improved the students' confidence and competence during the semester, but did not significantly increase their competence in performing care techniques.
Blumling et al., 2018, USA	Standardized Patient Simulation	To evaluate a standardized patient simulation experience depicting a victim of Intimate partner violence on undergraduate nursing student knowledge and confidence in assessment and intervention of Intimate partner violence.	Before-After	The Physician Readiness to Manage Intimate Partner Violence Survey	57	There was a statistically significant increase in confidence from pretest to post lecture,
Brannan et al., 2008, USA	Simulation learning	To compare the effectiveness of two instructional methods on junior-level nursing students' cognitive skills and self-confidence	Quasi-experimental	Confidence Level tool (CL)	22	The assertiveness technique training had a significant effect on the self-confidence of students in the intervention group.
Brannan et al., 2016, USA	Learning styles Felder and Soloman's (2004) Simulation	To examine learning styles and outcomes on Knowledge and self-confidence in nursing students in simulation and classroom	Quasi-experimental	Confidence Level tool (CL)	54	There was no significant difference between learning styles in terms of students' confidence or knowledge in either simulation or traditional classroom methods.
Chang et al., 2021, Taiwan	Simulation-based nursing process	To examine the effects of a simulation-based nursing process educational program on nursing students' confidence in communication and foundational understanding of the nursing process.	Randomized controlled trial	Confidence in Communication self-assessment survey	107	Both groups showed statistically significant improvement in Confidence in Communication. The experimental group performed better on the assignment than the control group.
Chuang et al., 2018, Taiwan	Skill demonstration video delivered by smartphone	To examine the effects of a skill demonstration video delivered by smartphone on facilitating nursing students' nursing skill competency and confidence.	Randomized controlled trial	Confidence in Communication self-assessment survey	90	After 2 weeks, there was a significant difference between the intervention and control groups in terms of knowledge and skill scores, but not in terms of self-confidence.
Erenel et al., 2021, Turkey	Scenario-Based Simulation	To determine the effect of simulation practices on clinical practice satisfaction, clinical stress, and self-confidence in nursing students.	Randomized controlled trial	Self-confidence scale	122	In contrast, no mean pretest–posttest differences were found in clinical stress and self-confidence levels in the experimental group.
Kim et al., 2018, South Korea	Neonatal nursing practice program	To examine the effects of a neonatal nursing practice program for nursing students on students' stress, self-efficacy, and confidence	Before-After	Researcher-developed questionnaire	64	The neonatal nursing practice program was effective at decreasing clinical practice-related stress and increasing confidence and self-efficacy regarding neonatal nursing practice.
Liaw et al., 2012, Singapore	Simulation learning	To determine simulation-based assessment on self-confidence, knowledge measures, and clinical performance	Randomized controlled trial	Confidence Scale (C-scale)	31	In both groups, post-test self-confidence scores were significantly different from pre-test scores, but there was no significant difference between the two groups. There was no significant relationship between self-confidence and clinical performance and between knowledge and clinical performance.
Liu et al., 2021, Taiwan	Multidisciplinary teaching	To design a multidisciplinary teaching method that combines game-based learning with a clinical situation–based teaching program and to test learning motivation, learning satisfaction and self confidence	Randomized controlled trial	3 items related to the multidisciplinary teaching questionnaire	98	Multidisciplinary teaching interventions can improve learning satisfaction, self-confidence and learning performance among nursing students.
Lubbers et al., 2016, USA	Pediatric community simulation learning	To determine the effects of a pediatric community simulation experience on the self-confidence of nursing students.	Before-After	Researcher-developed questionnaire	54	The overall study showed statistically significant results and statistically significant results within each of the eight 4-item sub-scales. Higher self-confidence scores for simulation participants have been shown to increase quality of care for patients.
Meska et al., 2108, Brasil	Simulation learning with odors	To compare the satisfaction and self-confidence of nursing students in simulated clinical activities with and without the presence of odors.	Randomized controlled trial	Self-Confidence with Learning Scale	100	In the comparison of means there were no significant differences between the values attributed to satisfaction and self-confidence, in the intervention group and in the control group
Park et al., 2018, South Korea	Intensive clinical skills course	To identify the effect of an intensive clinical skills course for senior nursing students on their self-confidence and clinical competence	Quasi-experimental	A tool developed by Bang and Kim (2014)	162	Special clinical skills training had a significant positive effect on the self-confidence and clinical competence of nursing students in performing clinical nursing skills.
Sarvan et al., 2022, Turkey	Game simulation (SGS) into neonatal resuscitation training	To determine the impact of integrating serious game simulation (SGS) into neonatal resuscitation training on the neonatal resuscitation related knowledge, skills, satisfaction with training, and self confidence in learning of nursing students.	Randomized controlled trial	Self-Confidence with Learning Scale	90	The score averages of the Student Satisfaction and Self-Confidence in Learning Scale and its sub-dimensions were high for both groups.
Secheresse et al., 2020, France	Simulation debriefing modalities	To compare explicit, highly guided debriefing with implicit and low-guided debriefing in nurse education.	Randomized controlled trial	Researcher-developed questionnaire	136	Linear regression analysis showed that knowledge learning was higher in the debriefing conditions in which the analysis was carried out in an explicit manner. There was no debriefing type effect on self-efficacy and self-confidence increase.
Svellingen et al., 2021, Norway	Scenario-Based Simulation	To assess the effect of multiple simulations on the students' self-reported clinical decision-making skills and self-confidence.	Randomized controlled trial	Self-Confidence Scale	146	The results showed no significant differences between double vs single scenario sessions on clinical decision-making scores or self-confidence score. However, the overall self-confidence scores increased significantly over time.
Tawalbeh et al., 2013, Jordan	Simulation learning	To examine the effect of simulation on nursing students' knowledge of ACLS, knowledge retention, and self-confidence in applying ACLS skills	Randomized controlled trial	Researcher-developed questionnaire	100	The simulation-based training was significantly more effective than traditional training in improving the knowledge, performance, and self-confidence of nursing students in ACLS.
Tawalbeh et al., 2016, Jordan	Simulation learning	To test the effect of simulation on the confidence of university nursing students in applying heart and lung physical examination skills	Randomized controlled trial	Heart and lung assessment confidence scale	69	A paired t-test showed that confidence was significantly higher in the posttest than in the pretest for both groups. An independent t-test showed a statistically significant difference between the two groups in terms of the difference between the first posttest and second posttest scores for confidence in applying physical examination skills.