Background: Performance anxiety is a prevalent issue among nursing students during clinical simulations, potentially hindering learning and skill acquisition. Music intervention has emerged as a potential non-pharmacological approach to mitigate anxiety and enhance performance. This review synthesizes current evidence on the role of music in alleviating anxiety and boosting performance in nursing simulations, with a specific focus on findings from an Asian educational context.


Methods: A comprehensive review of the literature was conducted, focusing on experimental and observational studies that examined the effects of music on nursing students' anxiety levels, physiological stress indicators, self-efficacy, and simulation performance. The review critically appraises a key randomized controlled trial conducted in an Asian setting and integrates its findings with the broader evidence base.


Results: The reviewed evidence consistently demonstrates that music intervention significantly reduces both self-reported anxiety and physiological indicators of stress, including heart rate and mean arterial pressure, during nursing simulations. Furthermore, music exposure is associated with improved performance as evaluated by instructors. However, the impact of music on self-efficacy appears inconsistent across studies. The low-cost, non-invasive nature of music intervention enhances its practical applicability in nursing education.


Conclusion: Music serves as an effective, accessible tool for creating a more supportive learning environment in nursing simulation education. Its implementation can reduce anxiety and improve performance, thereby potentially enhancing clinical competence. Future research should explore optimal music genres, timing, and duration of exposure, as well as the long-term effects of music intervention on clinical practice transitions.