Dose–Response Relationship between High-Fidelity Simulation and Intensive Care Nursing Students’ Learning Outcomes: An Italian Multimethod Study

Abstract

Background: The best application modality of high-fidelity simulation in graduate critical care nursing courses is still rarely investigated in nursing research. This is an important issue since advanced nursing skills are necessary to effectively respond to critically ill patients’ care needs. The aim of the study was to examine the influence of a modified teaching model based on multiple exposures to high-fidelity simulations on both the learning outcomes and the perceptions of graduate students enrolled in a critical care nursing course. Methods: A multimethod study involving a sample of graduate critical care nursing students was conducted. A theoretical teaching model focused on multiple exposures to high-fidelity simulations is currently applied as a teaching method in an Italian critical care nursing course. According to the Kirkpatrick model for evaluating training programs, the performance, self-efficacy, and self-confidence in managing critically ill patients were considered learning outcomes, while satisfaction with learning and students’ lived experiences during the experimental phases were considered students’ perceptions. Results: Multiple exposures to high-fidelity simulations significantly improved performance, self-efficacy, and self-confidence in managing virtual critically ill patients’ care needs. The satisfaction level was high, while lived experiences of participants were positive and allowed for better explanation of quantitative results of this study. Conclusions: Multiple exposures to high-fidelity simulations can be considered a valuable teaching method that can improve the learning outcomes of graduate nurses enrolled in an intensive care course.

Exploring intensive care nurses' perception of simulation‐based learning: A systematic review and meta‐synthesis

“…Participants in these studies highlighted the crucial role of guidance and feedback from faculty members in enhancing skill development and promoting reflection on clinical practice (Dante et al, 2021(Dante et al, , 2022Markiewicz et al, 2023).…”

“…The role of SBL as a unique method of learning was well acknowledged, with ICNs generally holding a positive attitude towards this innovative method (Atherton et al, 2020;Dante et al, 2021Dante et al, , 2022Leclair et al, 2018;Markiewicz et al, 2023).…”

“…[…] we enriched our knowledge by integrating theoretical concepts into practice. Nurses held varying expectations regarding SBL, but often participants were pleasantly surprised by the method's realism and effectiveness (Dante et al, 2022). Simulation scenarios closely mirrored real-life intensive care events, providing participants with a secure and controlled learning environment.…”

“…Participants expressed increased empowerment in their practice and the acquisition of insights from more experienced staff (Atherton et al, 2020;Ballangrud et al, 2014;Dante et al, 2021Dante et al, , 2022Karlsen et al, 2017Karlsen et al, , 2021. Debriefing sessions following the simulation were highlighted as pivotal in this facet of the learning process.…”

Impacto da simulação clínica na aprendizagem da enfermagem em cuidados críticos

“…Em consonância aos estudos anteriores, Filomeno, Renzi e Calderón (2020), e Dante et al (2022), que utilizaram o método de simulação clínica para mensurar a aprendizagem de discentes de enfermagem em ambiente de terapia intensiva adulto, evidenciaram que, após diversas exposições às simulações, os estudantes obtiveram um maior índice de habilidades, autoconfiança e auto eficácia, além disso, ficou claro que é decisivo utilizar recursos cognitivos específicos para cada caso, turma e momento, visto que há uma enorme diferença, ao comparar pessoas com capacidades cognitivas distintas.…”