Can anxiety in undergraduate students in a high-fidelity clinical simulation be predicted? A randomized, sham-controlled, blinded trial

2021 ◽  
Vol 98 ◽  
pp. 104774
Author(s):  
Francisco Martín-Rodríguez ◽  
Miguel A. Castro Villamor ◽  
Raúl López-Izquierdo ◽  
Raquel M. Portillo Rubiales ◽  
Guillermo J. Ortega ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
High Fidelity ◽  
Clinical Simulation ◽  
Blinded Trial

scholarly journals Nursing Students’ Satisfaction: A Comparison between Medium- and High-Fidelity Simulation Training

2021 ◽  
Vol 18 (2) ◽  
pp. 804
Author(s):  
Ana Rosa Alconero-Camarero ◽  
Carmen María Sarabia-Cobo ◽  
María José Catalán-Piris ◽  
Silvia González-Gómez ◽  
José Rafael González-López
Keyword(s):  
Nursing Students ◽  
Lower Cost ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Satisfaction Scale ◽  
Clinical Simulation ◽  
Level Of Knowledge ◽  
Spanish Universities ◽  
Students Satisfaction ◽  
Better Than

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.

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

2018 ◽  
Vol 71 (3) ◽  
pp. 967-974 ◽  
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.

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

Healthcare ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 280 ◽  
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.

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

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.

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

2020 ◽  
Vol 30 (6) ◽  
pp. 404-410
Author(s):  
Ana Rosa Alconero-Camarero ◽  
Carmen María Sarabia Cobo ◽  
Silvia González-Gómez ◽  
Isabel Ibáñez-Rementería ◽  
María Paz Alvarez-García
Keyword(s):  
Descriptive Study ◽  
High Fidelity ◽  
Clinical Simulation

Developing Interpersonal and Counseling Skills Through Mixed-Reality Simulation in Communication Sciences and Disorders

2021 ◽  
pp. 1-13
Author(s):  
Twyla Perryman ◽  
Carlie Sandefur ◽  
Chelsea T. Morris
Keyword(s):  
Interpersonal Communication ◽  
Undergraduate Students ◽  
Mixed Reality ◽  
Clinical Skills ◽  
Statistical Significance ◽  
Counseling Skills ◽  
Clinical Simulation ◽  
Positive Attitudes ◽  
Computer Based ◽  
The Impact

Purpose Simulation is increasingly becoming a valuable tool for training and educating students in communication sciences and disorders (CSD). The purpose of this study is to examine the impact of a mixed-reality simulation on CSD students' perceptions of their ability to apply clinical and counseling skills. Additionally, this study sought to investigate the overall efficacy and acceptance of this type of clinical simulation experience for undergraduate CSD students. Method A total of 29 undergraduate students participated in a clinical simulation experience that used actor-controlled avatars in a mixed-reality simulation environment to practice collecting case history information and delivering diagnostic news to parents of a child client. All students completed pre- and postsimulation questionnaires that rated the impact of the clinical simulation experience on their confidence in demonstrating targeted clinical skills and their general attitudes about their participation. Additionally, five lead participants participated in follow-up interviews to gather data to best describe students' perceptions. Quantitative and qualitative data were recorded and analyzed. Results The majority of the students exhibited positive attitudes toward the mixed-reality clinical simulation experience and reported an increase in their perceived ability to apply several counseling skills (e.g., listening and selective feedback) following the session. Analysis showed that the perceived confidence levels on seven out of the 17 targeted skill items increased on the postevent questionnaire to a level of statistical significance and that the simulation experience was described as meaningful and supportive for increasing confidence. Conclusions Mixed-reality clinical simulation may be a useful tool for teaching interpersonal communication and counseling skills for students, including undergraduates, in CSD. Additionally, the use of mixed-reality technology in this study produced similar results seen with other clinical simulation methods such as standardized patients or computer-based simulations.

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