The use of high-fidelity simulation (HFS) is increasing in nursing education despite limited research to support this teaching strategy. A descriptive, correlational study was used to examine the effect of an HFS experience on nursing student satisfaction and self-efficacy or self-confidence. In addition, an analysis was conducted to determine factors correlating with these two outcomes.
A convenience sample of 68 junior nursing students enrolled in a beginning medical/surgical nursing course was used for this study. Students participated in an HFS experience involving care of a patient with a respiratory disorder as either a student nurse or observer. A debriefing followed the experience.
All participants completed a researcher-developed demographic questionnaire. Two National League for Nursing instruments, the Simulation Design Scale and the Student Satisfaction and Self-Confidence in Learning Scale, were also administered.
Results from these five-point Likert scales indicated that students were generally satisfied with the experience and that they felt it positively affected their self-efficacy in caring for a patient with a respiratory disorder. In addition, the students rated the presence of five design characteristics (objectives, support, problem solving, guided reflection, and fidelity) favorably. It was also found that satisfaction and self-efficacy did not depend on the student's role in the experience (nurse versus observer) or having prior experience with a similar patient.
Based on correlational analyses, moderately strong relationships existed between all five design characteristics and outcomes of satisfaction and self-efficacy. No significant correlations were found between any demographic characteristics and these outcomes. A multiple linear regression analysis, however, noted that together these characteristics accounted for almost half the variance in satisfaction and self-efficacy.
The results of this study suggest the importance of considering design characteristics when developing HFS simulation for nursing students. The results also suggest that student role in an HFS experience does not affect satisfaction or self-efficacy. With increasing use of this teaching strategy, these findings can assist faculty in effective use of this technology in nursing education.
|School:||University of Northern Colorado|
|School Location:||United States -- Colorado|
|Source:||DAI-B 69/06, Dissertation Abstracts International|
|Keywords:||High-fidelity simulation, Nursing education, Self-efficacy, Student satisfaction|
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