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 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.

scholarly journals The Impact of High-Fidelity Simulation on Nursing Student’s Flexible and Reflective Thinking in Higher Education

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Hungwei Tseng ◽  
Lori Hill
Keyword(s):  
Nursing Students ◽  
Reflective Thinking ◽  
Empirical Support ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Clinical Simulation ◽  
Theory To Practice ◽  
Significant Difference ◽  
Flexible Thinking ◽  
The Impact

This study evaluated the effect of high-fidelity simulation with both mannequins and live actors on flexible and reflective thinking of nursing students. Students enrolled in an undergraduate nursing program were recruited to participate in this study. Ninety students, all female, completed both pre- and post-surveys. The researchers conducted a paired samples <em>t</em>-test to determine if there is a statistically significant difference in students’ level of flexible thinking before and after they experienced the high-fidelity simulation. Moreover, we conducted multivariate correlational analysis to examine the relationships between flexible thinking and reflective thinking. In general, statistical results in this study provide empirical support for the values of clinical simulation and debriefing on nursing students’ flexible and reflective thinking. High-fidelity simulation can expose students to controlled and dynamic clinical environments, allowing them to attempt the transfer of theory to practice, learn from collaborative and active learning tasks, and be open-minded to multiple perspectives and in diverse situations. We conclude that critical reflection is an important piece of development in flexible thinking and reflective learning. During the time of post-simulation interactions, students are encouraged to reflect objectively on their performance in each scenario. The input from peers and instructors provides students with the opportunity to assess their personal ability to transfer theory to practice and evaluate if the theory design of the course is providing them with the needed information to care for the clients presented in the clinical simulation scenarios.

French Translation and Validation of the Mayo High Performance Teamwork Scale for Nursing Students in a High-Fidelity Simulation Context

2019 ◽  
Vol 30 ◽  
pp. 25-33 ◽  
Author(s):  
Émilie Gosselin ◽  
Mélanie Marceau ◽  
Christian Vincelette ◽  
Charles-Olivier Daneau ◽  
Stéphan Lavoie ◽  
...  
Keyword(s):  
Nursing Students ◽  
High Performance ◽  
High Fidelity ◽  
French Translation ◽  
High Fidelity Simulation ◽  
Translation And Validation

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 A review of clinical reasoning in nursing education: based on high-fidelity simulation teaching method

2018 ◽  
Vol 5 (3) ◽  
pp. 175-183 ◽  
Author(s):  
Qiao-Qian Luo ◽  
Marcia A Petrini
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Patient Care ◽  
Clinical Reasoning ◽  
Teaching Method ◽  
Essential Feature ◽  
Care Practice ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Reasoning Ability

AbstractObjectiveClinical reasoning is an essential feature of health care practice; it is also a crucial ability for providing patient care of high quality. It has been identified that graduate nurses may lack the clinical reasoning skills to deliver safe and effective patient care. It is therefore of paramount importance to enhance nursing students' clinical reasoning ability. High-fidelity simulation (HFS) is proved to be an effective teaching and learning method, which may also have some advantages over other teaching methods.MethodsThe authors retrospectively reviewed the related literature, illustrated the application of high-fidelity simulation teaching method in nursing education, putting the focus on the use of it in teaching with clinical reasoning.ResultsThe application of high-fidelity simulation to nursing education can simulate the clinical situation, thus to create a safe, continuous and efficient learning environment for students, and it can effectively improve students' clinical reasoning ability.Conclusionshigh-fidelity simulation is effective for clinical reasoning teaching in nursing education. The extension of its application in China should be of great value. The relevant further study is suggested focusing on how to overcome its own limitations and have it better applied in nursing education in China.

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