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...

Full description

Saved in:
Bibliographic Details
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
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
Bibliography:ObjectType-Article-2
SourceType-Scholarly Journals-1
content type line 14
ObjectType-Feature-3
ObjectType-Evidence Based Healthcare-1
ObjectType-Article-1
ObjectType-Feature-2
content type line 23
ISSN:1471-5953
1873-5223
1873-5223
DOI:10.1016/j.nepr.2024.104206