Effectiveness of high versus mixed-level fidelity simulation on undergraduate nursing students: A randomised controlled trial

This study evaluates the impact of high-fidelity simulation on the acquisition and retention of competencies in nursing students. High-fidelity simulation provides a realistic and risk-free environment allowing students to practice, which potentially enhances the acquisition and retention of require...

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Published in:	Nurse education in practice Vol. 82; p. 104206
Main Authors:	Chabrera, Carolina, Curell, Laura, Rodríguez-Higueras, Encarnación
Format:	Journal Article
Language:	English
Published:	Scotland Elsevier Ltd 01.01.2025 Elsevier Limited
Subjects:	Adult Attrition Clinical assessment Clinical competence Clinical Competence - standards Clinical experience Clinical medicine Clinical research Clinical skills Clinical trials College students Colleges & universities Communication Skills Competence Control Groups Critical thinking Curricula Education, Nursing, Baccalaureate - methods Educational Benefits Educational Measurement - methods Educational Strategies Ethics Evaluators Female Fidelity Groups High Fidelity Simulation Training - methods High Fidelity Simulation Training - standards High-fidelity simulation training Humans Intervention Learning Strategies Male Medical ethics Nurses Nursing Nursing care Nursing education Nursing education, Randomised controlled trial Nursing Students Participant Characteristics Patient safety Pedagogy Praise Pretesting Pretests Posttests Professional Education Randomized Controlled Trials Realism Reflective teaching Retention Sample Size Satisfaction Scores Simulated Environment Simulation Simulation Training - methods Simulation Training - standards Simulation-based education Skill development Skills Students Students, Nursing - psychology Students, Nursing - statistics & numerical data Teaching Methods Clinical competence Simulation-based education High-fidelity simulation training Nursing education, Randomised controlled trial
ISSN:	1471-5953, 1873-5223, 1873-5223
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Abstract	This study evaluates the impact of high-fidelity simulation on the acquisition and retention of competencies in nursing students. High-fidelity simulation provides a realistic and risk-free environment allowing students to practice, which potentially enhances the acquisition and retention of required competencies. A blinded, randomised clinical trial with three arms was conducted with a pretest and a follow-up at 6 months (post-test 1) and 12 months (post-test 2). This study was conducted with 105 s-year nursing students, divided into three groups: control (6 low-fidelity simulations), intervention 1 (3 high-fidelity and 3 low-fidelity) and intervention 2 (6 high-fidelity simulations). Competencies were assessed using the Objective Structured Clinical Examination at baseline, 6 and 12 months. Student satisfaction was measured with the Simulated Clinical Experiences Scale. Initial competency scores were similar across groups. At 6 months, both intervention groups showed significant improvements in critical thinking (6.2 and 6.0, p < 0.05), clinical skills (6.8 and 6.6, p < 0.05), communication (8.0 and 8.3, p < 0.05) and ethics (7.6 and 7.5, p < 0.05) compared with the control group. Intervention group 1 demonstrated better competency retention at 12 months. Overall satisfaction with highfidelity simulation was high (9.13/10), with particular praise for the practical dimension (8.95/10), realism (8.02/10) and the cognitive dimension (9.43/10). High-fidelity simulation has the potential to enhance nursing competencies effectively. This approach supports long-term skill retention, highlighting the importance of a well-structured curriculum that integrates different simulation levels for optimal student preparation for clinical practice.
AbstractList	This study evaluates the impact of high-fidelity simulation on the acquisition and retention of competencies in nursing students.AIMThis study evaluates the impact of high-fidelity simulation on the acquisition and retention of competencies in nursing students.High-fidelity simulation provides a realistic and risk-free environment allowing students to practice, which potentially enhances the acquisition and retention of required competencies.BACKGROUNDHigh-fidelity simulation provides a realistic and risk-free environment allowing students to practice, which potentially enhances the acquisition and retention of required competencies.A blinded, randomised clinical trial with three arms was conducted with a pretest and a follow-up at 6 months (post-test 1) and 12 months (post-test 2).DESIGNA blinded, randomised clinical trial with three arms was conducted with a pretest and a follow-up at 6 months (post-test 1) and 12 months (post-test 2).This study was conducted with 105 s-year nursing students, divided into three groups: control (6 low-fidelity simulations), intervention 1 (3 high-fidelity and 3 low-fidelity) and intervention 2 (6 high-fidelity simulations). Competencies were assessed using the Objective Structured Clinical Examination at baseline, 6 and 12 months. Student satisfaction was measured with the Simulated Clinical Experiences Scale.METHODThis study was conducted with 105 s-year nursing students, divided into three groups: control (6 low-fidelity simulations), intervention 1 (3 high-fidelity and 3 low-fidelity) and intervention 2 (6 high-fidelity simulations). Competencies were assessed using the Objective Structured Clinical Examination at baseline, 6 and 12 months. Student satisfaction was measured with the Simulated Clinical Experiences Scale.Initial competency scores were similar across groups. At 6 months, both intervention groups showed significant improvements in critical thinking (6.2 and 6.0, p < 0.05), clinical skills (6.8 and 6.6, p < 0.05), communication (8.0 and 8.3, p < 0.05) and ethics (7.6 and 7.5, p < 0.05) compared with the control group. Intervention group 1 demonstrated better competency retention at 12 months. Overall satisfaction with highfidelity simulation was high (9.13/10), with particular praise for the practical dimension (8.95/10), realism (8.02/10) and the cognitive dimension (9.43/10).RESULTSInitial competency scores were similar across groups. At 6 months, both intervention groups showed significant improvements in critical thinking (6.2 and 6.0, p < 0.05), clinical skills (6.8 and 6.6, p < 0.05), communication (8.0 and 8.3, p < 0.05) and ethics (7.6 and 7.5, p < 0.05) compared with the control group. Intervention group 1 demonstrated better competency retention at 12 months. Overall satisfaction with highfidelity simulation was high (9.13/10), with particular praise for the practical dimension (8.95/10), realism (8.02/10) and the cognitive dimension (9.43/10).High-fidelity simulation has the potential to enhance nursing competencies effectively. This approach supports long-term skill retention, highlighting the importance of a well-structured curriculum that integrates different simulation levels for optimal student preparation for clinical practice.CONCLUSIONSHigh-fidelity simulation has the potential to enhance nursing competencies effectively. This approach supports long-term skill retention, highlighting the importance of a well-structured curriculum that integrates different simulation levels for optimal student preparation for clinical practice. This study evaluates the impact of high-fidelity simulation on the acquisition and retention of competencies in nursing students. High-fidelity simulation provides a realistic and risk-free environment allowing students to practice, which potentially enhances the acquisition and retention of required competencies. A blinded, randomised clinical trial with three arms was conducted with a pretest and a follow-up at 6 months (post-test 1) and 12 months (post-test 2). This study was conducted with 105 s-year nursing students, divided into three groups: control (6 low-fidelity simulations), intervention 1 (3 high-fidelity and 3 low-fidelity) and intervention 2 (6 high-fidelity simulations). Competencies were assessed using the Objective Structured Clinical Examination at baseline, 6 and 12 months. Student satisfaction was measured with the Simulated Clinical Experiences Scale. Initial competency scores were similar across groups. At 6 months, both intervention groups showed significant improvements in critical thinking (6.2 and 6.0, p < 0.05), clinical skills (6.8 and 6.6, p < 0.05), communication (8.0 and 8.3, p < 0.05) and ethics (7.6 and 7.5, p < 0.05) compared with the control group. Intervention group 1 demonstrated better competency retention at 12 months. Overall satisfaction with highfidelity simulation was high (9.13/10), with particular praise for the practical dimension (8.95/10), realism (8.02/10) and the cognitive dimension (9.43/10). High-fidelity simulation has the potential to enhance nursing competencies effectively. This approach supports long-term skill retention, highlighting the importance of a well-structured curriculum that integrates different simulation levels for optimal student preparation for clinical practice. Aim This study evaluates the impact of high-fidelity simulation on the acquisition and retention of competencies in nursing students. Background High-fidelity simulation provides a realistic and risk-free environment allowing students to practice, which potentially enhances the acquisition and retention of required competencies. Design A blinded, randomised clinical trial with three arms was conducted with a pretest and a follow-up at 6 months (post-test 1) and 12 months (post-test 2). Method This study was conducted with 105 s-year nursing students, divided into three groups: control (6 low-fidelity simulations), intervention 1 (3 high-fidelity and 3 low-fidelity) and intervention 2 (6 high-fidelity simulations). Competencies were assessed using the Objective Structured Clinical Examination at baseline, 6 and 12 months. Student satisfaction was measured with the Simulated Clinical Experiences Scale. Results Initial competency scores were similar across groups. At 6 months, both intervention groups showed significant improvements in critical thinking (6.2 and 6.0, p < 0.05), clinical skills (6.8 and 6.6, p < 0.05), communication (8.0 and 8.3, p < 0.05) and ethics (7.6 and 7.5, p < 0.05) compared with the control group. Intervention group 1 demonstrated better competency retention at 12 months. Overall satisfaction with highfidelity simulation was high (9.13/10), with particular praise for the practical dimension (8.95/10), realism (8.02/10) and the cognitive dimension (9.43/10). Conclusions High-fidelity simulation has the potential to enhance nursing competencies effectively. This approach supports long-term skill retention, highlighting the importance of a well-structured curriculum that integrates different simulation levels for optimal student preparation for clinical practice.
ArticleNumber	104206
Author	Curell, Laura Rodríguez-Higueras, Encarnación Chabrera, Carolina
Author_xml	– sequence: 1 givenname: Carolina surname: Chabrera fullname: Chabrera, Carolina email: cchabrera@tecnocampus.cat organization: Tecnocampus, Universitat Pompeu Fabra, Research Group in Attention to Chronicity and Innovation in Health (GRACIS), Av. d’Ernest Lluch, 32, Mataró, Barcelona 08302, Spain – sequence: 2 givenname: Laura surname: Curell fullname: Curell, Laura email: lcurell@tecnocampus.cat organization: Tecnocampus, Universitat Pompeu Fabra, Research Group in Attention to Chronicity and Innovation in Health (GRACIS), Av. d’Ernest Lluch, 32, Mataró, Barcelona 08302, Spain – sequence: 3 givenname: Encarnación surname: Rodríguez-Higueras fullname: Rodríguez-Higueras, Encarnación email: erodriguez@uic.es organization: Nursing Department. Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Josep Trueta s/n, Sant Cugat del Vallès, Barcelona 08195, Spain
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Keywords	Clinical competence Simulation-based education High-fidelity simulation training Nursing education, Randomised controlled trial
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Snippet	This study evaluates the impact of high-fidelity simulation on the acquisition and retention of competencies in nursing students. High-fidelity simulation... Aim This study evaluates the impact of high-fidelity simulation on the acquisition and retention of competencies in nursing students. Background High-fidelity... This study evaluates the impact of high-fidelity simulation on the acquisition and retention of competencies in nursing students.AIMThis study evaluates the...
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SubjectTerms	Adult Attrition Clinical assessment Clinical competence Clinical Competence - standards Clinical experience Clinical medicine Clinical research Clinical skills Clinical trials College students Colleges & universities Communication Skills Competence Control Groups Critical thinking Curricula Education, Nursing, Baccalaureate - methods Educational Benefits Educational Measurement - methods Educational Strategies Ethics Evaluators Female Fidelity Groups High Fidelity Simulation Training - methods High Fidelity Simulation Training - standards High-fidelity simulation training Humans Intervention Learning Strategies Male Medical ethics Nurses Nursing Nursing care Nursing education Nursing education, Randomised controlled trial Nursing Students Participant Characteristics Patient safety Pedagogy Praise Pretesting Pretests Posttests Professional Education Randomized Controlled Trials Realism Reflective teaching Retention Sample Size Satisfaction Scores Simulated Environment Simulation Simulation Training - methods Simulation Training - standards Simulation-based education Skill development Skills Students Students, Nursing - psychology Students, Nursing - statistics & numerical data Teaching Methods
Title	Effectiveness of high versus mixed-level fidelity simulation on undergraduate nursing students: A randomised controlled trial
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