Descriptive study of the satisfaction of nursing degree students in high-fidelity clinical simulation practices

Training based on clinical simulation is an effective method of teaching in nursing. Nevertheless, there is no clear evidence about if it is better to use high- or medium-fidelity simulation. The aim is to analyse if students are more satisfied when their clinical simulation practices are based on high-fidelity simulation (HFS) or medium-fidelity simulation (MFS). Students´ satisfaction was assessed using the Satisfaction Scale Questionnaire with High-Fidelity Clinical Simulation. The sample is composed of 393 students from two Spanish Universities. Satisfaction with simulation in nursing students is significantly greater in MFS than HFS. Simulation is beneficial for learning in all its forms, but for the acquisition of basic skills, and at a lower cost, MFS proves to be effective. However, high-fidelity is not always better than medium-fidelity as this depends on the student’s level of knowledge and clinical experience.

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The effect of clinical experience, judgment task difficulty and time pressure on nurses’ confidence calibration in a high fidelity clinical simulation

BMC Medical Informatics and Decision Making ◽

10.1186/1472-6947-12-113 ◽

2012 ◽

Vol 12 (1) ◽

Cited By ~ 22

Author(s):

Huiqin Yang ◽

Carl Thompson ◽

Martin Bland

Keyword(s):

Clinical Experience ◽

Task Difficulty ◽

Time Pressure ◽

Judgment Task ◽

High Fidelity ◽

Clinical Simulation ◽

Confidence Calibration

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Stress of nursing students in clinical simulation: a randomized clinical trial

Revista Brasileira de Enfermagem ◽

10.1590/0034-7167-2017-0187 ◽

2018 ◽

Vol 71 (3) ◽

pp. 967-974 ◽

Cited By ~ 6

Author(s):

Radamés Boostel ◽

Jorge Vinícius Cestari Felix ◽

Carina Bortolato-Major ◽

Edivane Pedrolo ◽

Stela Adami Vayego ◽

...

Keyword(s):

Clinical Trial ◽

Nursing Students ◽

Randomized Clinical Trial ◽

Interpersonal Relationships ◽

Control Group ◽

High Fidelity ◽

Clinical Simulation ◽

Skill Laboratory ◽

Before And After ◽

Experimental Group

ABSTRACT Objective: To evaluate and compare the perception of stressors by nursing students before and after a high-fidelity clinical simulation or conventional laboratory practice class. Method: This is a randomized clinical trial conducted with 52 nursing students. Both groups had theoretical classes about cardiothoracic physical examination, followed by practice class in skill laboratory. In addition, the experimental group took part in a high-fidelity simulation scenario. Stressors were evaluated before and after class, with the application of KEZKAK questionnaire. Results: The experimental group was significantly more worried about six factors related to lack of competence and to interpersonal relationships (p < 0.05), while the control group was significantly more worried about being in contact with suffering (p = 0.0315). Conclusion: The simulation affects students’ perception of stressors and promotes their self-evaluation and critical thinking regarding the responsibility that comes with their learning.

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Simulation in nursing baccalaureate courses of Brazilian educational institutions

Revista Brasileira de Enfermagem ◽

10.1590/0034-7167-2019-0730 ◽

2021 ◽

Vol 74 (suppl 5) ◽

Author(s):

Eduardo Fuzetto Cazañas ◽

Rosana Leal do Prado ◽

Tayomara Ferreira Nascimento ◽

Silvia Franco da Rocha Tonhom ◽

Maria José Sanches Marin

Keyword(s):

Descriptive Study ◽

Quantitative Approach ◽

Educational Institutions ◽

High Fidelity ◽

High Fidelity Simulation ◽

Cross Sectional ◽

Electronic Questionnaire ◽

Favorable Environment ◽

Integrated Curricula ◽

Nursing Courses

ABSTRACT Objective: to characterize simulation practices in nursing courses in Brazil, considering the attributes developed, facilities, and challenges encountered. Methods: this is a cross-sectional and descriptive study, with a quantitative approach. Ninety-one coordinators of undergraduate courses participated in the study. An electronic questionnaire was used with open- and closed-ended questions. Results: the most used simulation modality is Specific Skills. Private courses and courses with integrated curricula most often use High Fidelity Simulation. Understanding the mobilization of affective attributes is still insufficient. Conclusion: it is important that undergraduate course managers are aware and take ownership of the elements that permeate simulation and invest to create a favorable environment for its effectiveness.

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Simulated Video Consultations as a Learning Tool in Undergraduate Nursing: Students’ Perceptions

Healthcare ◽

10.3390/healthcare8030280 ◽

2020 ◽

Vol 8 (3) ◽

pp. 280 ◽

Cited By ~ 1

Author(s):

Diana Jiménez-Rodríguez ◽

Oscar Arrogante

Keyword(s):

Nursing Students ◽

Total Sample ◽

Healthcare Services ◽

High Fidelity ◽

High Fidelity Simulation ◽

Undergraduate Nursing Students ◽

Clinical Simulation ◽

Undergraduate Nursing ◽

Technical Issues ◽

The University

Simulated video consultations, a teaching tool based on high-fidelity simulations, were implemented in response to the necessary adaptation of high-fidelity clinical simulation sessions to the online or virtual modality during the university closure due to the COVID-19 confinement. The purpose of our study was to explore the undergraduate nursing students’ satisfaction and perceptions about simulated video consultations using the high-fidelity simulation methodology. A mixed-method was utilized with 93 undergraduate nursing students using a validated satisfaction questionnaire (quantitative data), which included an observations section (qualitative data). Of the total sample, 97.8% of the students expressed a high overall satisfaction with simulated video consultations, highlighting their practical utility and positive learning outcomes. From the students’ comments, two main themes and their related categories emerged: advantages (satisfaction and enjoyment, learning, and calmness during simulated scenarios), and disadvantages (technical issues and technical skills development). Simulated video consultations may be considered as one more high-fidelity simulation teaching option. Nursing students should be trained in this modality of healthcare to face the challenge brought on by its increased use in healthcare services, beyond the specific adaptation of clinical simulation sessions due to the closure of universities during this pandemic.

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The experiences of last-year student midwives with High-Fidelity Perinatal Simulation training: A qualitative descriptive study

Women and Birth ◽

10.1016/j.wombi.2017.02.014 ◽

2017 ◽

Vol 30 (3) ◽

pp. 253-261 ◽

Cited By ~ 6

Author(s):

Joeri Vermeulen ◽

Katrien Beeckman ◽

Rivka Turcksin ◽

Lies Van Winkel ◽

Léonardo Gucciardo ◽

...

Keyword(s):

Simulation Training ◽

Descriptive Study ◽

High Fidelity ◽

Qualitative Descriptive

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SATISFACTION OF NURSING STUDENTS WITH A CLINICAL SIMULATION PRACTICE IN HI-FI SETTINGS

Texto & Contexto - Enfermagem ◽

10.1590/1980-265x-tce-2019-0348 ◽

2020 ◽

Vol 29 (spe) ◽

Author(s):

Patricia Irene Ruiz Vera ◽

Jussara Gue Martini

Keyword(s):

Nursing Students ◽

High Fidelity ◽

Satisfaction Level ◽

Clinical Experiences ◽

Clinical Simulation ◽

Correlational Approach ◽

Quantitative Descriptive ◽

Students Satisfaction ◽

Simulation Practice ◽

Practical Dimension

ABSTRACT Objective: to describe the satisfaction with the practical dimension of the high fidelity clinical simulation settings developed by the nursing students. Method: a quantitative, descriptive and correlational approach. Data collection, questionnaire to assess the nursing students' satisfaction with the simulated clinical experiences in the practice. Scale from 1 to 10, with 10 being the maximum satisfaction value and 1, the minimum satisfaction value. A total of 115 students took part. The ethical requirements were met. Results: satisfaction with the achieved learning: fourth year, mean of 7.08; fifth year, mean of 7.05. Motivation to attend practical classes: fourth year, mean of 7.46; fifth year, mean of 7.16. Dynamism of the practical classes: fourth year, mean of 7.27; fifth year, mean of 6.66. Active participation in the developed settings: fourth year, mean of 7.41; fifth year, mean of 7.30. Interaction with their peers: fourth year, mean satisfaction greater than 8.14; fifth year, mean of 7.45. Interaction with the teachers: both classes showed a mean of 7.73. Satisfaction with the degree of difficulty of the settings: fourth year, mean of 7.25; fifth year, mean of 7.32. Productivity during the practical classes: fourth year, mean of 7.12; fifth year, mean of 6.95. Conclusion: fourth year showed greater satisfaction with the practice, over 70%; and fifth year, a satisfaction level of approximately 60% of the options.

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The Use of High Fidelity Clinical Simulation in the Education of Nurse Externs

Clinical Simulation in Nursing ◽

10.1016/j.ecns.2010.03.011 ◽

2010 ◽

Vol 6 (3) ◽

pp. e108-e109 ◽

Cited By ~ 2

Author(s):

Nathan E. Brent

Keyword(s):

High Fidelity ◽

Clinical Simulation

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Valósághű páciensszimulátorok alkalmazása a hallgatói teljesítmény értékelésében

Orvosi Hetilap ◽

10.1556/650.2015.30228 ◽

2015 ◽

Vol 156 (33) ◽

pp. 1335-1340

Author(s):

Eszter Borján ◽

Judit Mészáros ◽

János Rigó Jr.

Keyword(s):

Critical Thinking ◽

Case Studies ◽

Nursing Care ◽

Health Sciences ◽

Suitable Method ◽

University Faculty ◽

High Fidelity ◽

Evaluation Instrument ◽

Clinical Simulation ◽

Simulation Evaluation

Introduction: The authors started to use high-fidelity simulators at Semmelweis University, Faculty of Health Sciences in September, 2007. Aim: The aim of this study was to evaluate the students’ performance in order to determine their knowledge after each simulation course. Method: The Creighton Simulation Evaluation Instrument (C-SEI) was used to evaluate midwifery students’ performance during examinations. 67 midwifery students were evaluated after the “Clinical simulation” course and 58 midwifery students after the “Case studies in simulation” course. Results: The average total scores were significantly higher than the desired level of 75 (p<0.01); after the “Clinical simulation” 88.8±9,14, and after the “Case studies in simulation” courses 86.6±14.87. Among subscales the lowest average total score was found in critical thinking in each of the course. Statistically significant correlation was found between the results of “General nursing care” and the results of “Case studies in simulation” courses (r = 0.34; p<0.01). Conclusions: The use of high-fidelity simulators with valid tools simultaneously might be a suitable method for students’ evaluation. Orv. Hetil., 2015, 156(33), 1335–1340.

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