High Fidelity Simulation Modalities in Preregistration Nurse Education Programs: A Scoping Review

Cole, Rachelle; Flenady, Tracy; Heaton, Leeanne

doi:10.1016/j.ecns.2023.04.007

Cited by 4 publications

(1 citation statement)

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“…High-fidelity simulation combined with computer-based simulation was found to be more effective at acquiring skill than was using either method alone. This method combines the benefits of both teaching methods, providing students with a comprehensive learning experience that combines physical realism and virtual interactivity [ 32 ]. Hybrid simulation creates a seamless learning experience in which individuals can practice their skills in a simulated environment, receive immediate feedback, and then transfer those skills to real-world situations.…”

Section: Discussionmentioning

confidence: 99%

The effects of simulation-based education on undergraduate nursing students' competences: a multicenter randomized controlled trial

Tong,

Li,

et al. 2024

BMC Nurs

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Background Education in nursing has noticed a positive effect of simulation-based education. There are many studies available on the effects of simulation-based education, but most of those involve a single institution, nonrandomized controlled trials, small sample sizes and subjective evaluations of the effects. The purpose of this multicenter randomized controlled trial was to evaluate the effects of high-fidelity simulation, computer-based simulation, high-fidelity simulation combined with computer-based simulation, and case study on undergraduate nursing students. Methods A total of 270 nursing students were recruited from five universities in China. Participants were randomly divided into four groups at each institution: the high-fidelity simulation group, the computer-based simulation group, the high-fidelity simulation combined with computer-based simulation group, and the case study group. Finally, 239 participants completed the intervention and evaluation, with 58, 67, 57, and 57 participants in each group. The data were collected at three stages: before the intervention, immediately after the intervention, and three months after the intervention. Results The demographic data and baseline evaluation indices did not significantly differ among the four groups. A statistically significant difference was not observed between the four methods for improving knowledge, interprofessional collaboration, critical thinking, caring, or interest in learning. While skill improvement differed significantly among the different groups after the intervention (p = 0.020), after three months, no difference was observed (p = 0.139). The improvement in skill in the computer-based simulation group was significantly lower at the end of the intervention than that in the high-fidelity simulation group (p = 0.048) or the high-fidelity simulation combined with computer-based simulation group (p = 0.020). Conclusions Nursing students benefit equally from four methods in cultivating their knowledge, interprofessional collaboration, critical thinking, caring, and interest in learning both immediately and over time. High-fidelity simulation and high-fidelity simulation combined with computer-based simulation improve skill more effectively than computer-based simulation in the short term. Nursing educators can select the most suitable teaching method to achieve the intended learning outcomes depending on the specific circumstances. Trial registration This clinical trial was registered at the Chinese Clinical Trial Registry (clinical trial number: ChiCTR2400084880, date of the registration: 27/05/2024).

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Section: Discussionmentioning

confidence: 99%