Impact of high-fidelity and virtual simulation experiences on nurses’ acquired knowledge and skills for triaging suspected COVID-19 patients

Guerrero, Jefferson Garcia; Tungpalan-Castro, Grace Medalyn; Fergani, Bara'ah Al; Gomma, Nada; Hafiz, Alaa; Pingue-Raguini, Minerva

doi:10.1016/j.cexr.2022.100002

Cited by 3 publications

(1 citation statement)

References 41 publications

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“…According to the Healthcare Simulation Dictionary, a virtual simulation (VS) recreates a realistic scenario on a computer screen [ 31 ]. Guerrero et al [ 32 ] showed that repeated HFS exposure enhances proficiency and competency among nursing interns. Furthermore, exposure to HFS improves knowledge, skills, performance [ 33 ], and self-efficacy among nursing students [ 34 ].…”

Section: Introductionmentioning

confidence: 99%

Improvements in practising nurses’ knowledge, skills, self-efficacy, confidence, and satisfaction after a simulated clinical experience of caring for a patient undergoing chemotherapy: a quasi-experimental study

Guerrero,

Attallah,

Gomma

et al. 2024

BMC Nurs

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Background The beneficial effect of simulation experience on nursing students is well established in the literature. However, an accurate simulation modality to help professional nurses enhance their clinical competence and expertise remains unexplored. The current study evaluated and contrasted the impact of two simulation modalities on nurses’ knowledge, abilities, self-efficacy, confidence, and satisfaction following a simulated clinical experience caring for chemotherapy patients. Methods A quasi-experimental research design was employed in this study. The participants were divided into group A, comprising nurses exposed to the high-fidelity simulation, and group B, comprising nurses exposed to the virtual simulation. Results The study found that nurses exposed to high-fidelity simulation and virtual simulation gained a high standard of knowledge and skills. The nurses’ post-test and post-objective structured clinical examination (OSCE) scores drastically increased after simulation exposure compared to their pre-test and pre-OSCE scores. For the group exposed to high-fidelity simulation, the mean differences were − 19.65 (pre- and post-test) and 23.85 (pre- and post-OSCE), while for the group exposed to virtual simulation, the mean differences were − 22.42 (pre- and post-test) and 20.63 (pre- and post-OSCE). All p-values indicated significant differences < 0.001. Moreover, both groups exhibited high self-efficacy, confidence, and satisfaction levels after the simulation experience. The outcomes of both simulation modalities regarding self-efficacy, confidence, and satisfaction levels indicate no significant difference, as supported by p-values of > 0.05. Conclusion High-fidelity simulation and virtual simulation training effectively and efficiently advance nurses’ professional competence. The nurses exposed to high-fidelity simulation and virtual simulation gained high levels of knowledge and skills. Additionally, it increased their sense of happiness, self-worth, and self-efficacy. The simulation approach will be a potent instrument for improving nurses’ competency and fully developing their sense of expertise. Therefore, developing policies adopting simulation as part of their professional development will ensure patient safety and improve health outcomes.

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Section: Introductionmentioning

confidence: 99%

Improvements in practising nurses’ knowledge, skills, self-efficacy, confidence, and satisfaction after a simulated clinical experience of caring for a patient undergoing chemotherapy: a quasi-experimental study

Guerrero,

Attallah,

Gomma

et al. 2024

BMC Nurs

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Undergraduate Nursing Students’ Attitude and Perception Toward High-Fidelity Simulation-Based Education in a Middle Eastern Country

Raman,

Arulappan,

Zaabi

et al. 2024

SAGE Open Nursing

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Introduction Rapid use of technologically driven simulation environment in teaching–learning has caused mixed feelings among students. High-fidelity simulation-based education is superior in cultivating the knowledge, skills, caring, learning interest, and collaboration among nursing students. However, the nursing students’ attitudes and perceptions toward high-fidelity simulation-based education are unexplored. Objectives The present study aims to explore the attitude and perception of undergraduate nursing students toward high-fidelity simulation-based education. Methods Cross-sectional survey research design was adopted. We used self-administered Education Practices Questionnaire (student version) and Attitude Scale toward Simulation-Based Education to collect the data. A total of 109 nursing students were recruited. Results Nursing student's attitude shows (mean = 68.26); perception on educational practices of high-fidelity simulation-based education demonstrates ( M = 39.33 ± 7.87) and the importance of high-fidelity simulation-based education shows ( M = 37.73 ± 7.45). However, no significant difference observed between the male and female student's attitude ( t = −0.286 [0.78]) and perception ( t [107] = 0.960 [0.34]). Similarly, no significant difference was observed among the different levels of students p > .005 on perception and attitude toward high-fidelity simulation-based education. Conclusion The study proposed to have high-fidelity simulation-based education as an integral part of teaching in clinical training of students at all levels of nursing program.

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Effects of simulation in improving the self-confidence of student nurses in clinical practice: a systematic review

Alrashidi,

Pasay an,

Alrashedi

et al. 2023

BMC Med Educ

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Background Considering the positive influence of simulation from previous literature may encourage educators to regard it as a valuable teaching strategy in nursing schools. This literature review aims to investigate whether the use of simulation improves undergraduate nurses’ self-confidence during clinical practice. Methodology This study employed a literature-based design. Five academic databases, including CINAHL, EBSCO, ProQuest, PubMed and Medline, were utilised to extract relevant studies using appropriate keywords and Boolean operators. Studies published in the last 15 years (2005–2020) were included in the search. Studies were retrieved using the Exclusion and Inclusion criteria. The Critical Appraisal Skills Programme (CASP) was used to critically appraise the studies. Results A total of 15 primary research studies were extracted for review. Four major themes emerged from the review: Improved self-confidence to carry out clinical tasks, Increased ability to work in teams, Improved self-confidence to perform community work and Improved self-confidence in communicating with patients and team members. Conclusion Clinical simulation is a useful tool in increasing the self-confidence of nursing students to perform clinical tasks, make clinical judgements, communicate with patients and team members and improve their teamwork. To improve the quality of care received by patients, it is recommended that clinical simulations be integrated into the nursing curriculum in Saudi Arabia. Increasing the confidence of students has been shown to be associated with greater confidence in performing clinical tasks.

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Impact of high-fidelity and virtual simulation experiences on nurses’ acquired knowledge and skills for triaging suspected COVID-19 patients

Cited by 3 publications

References 41 publications

Improvements in practising nurses’ knowledge, skills, self-efficacy, confidence, and satisfaction after a simulated clinical experience of caring for a patient undergoing chemotherapy: a quasi-experimental study

Improvements in practising nurses’ knowledge, skills, self-efficacy, confidence, and satisfaction after a simulated clinical experience of caring for a patient undergoing chemotherapy: a quasi-experimental study

Undergraduate Nursing Students’ Attitude and Perception Toward High-Fidelity Simulation-Based Education in a Middle Eastern Country

Effects of simulation in improving the self-confidence of student nurses in clinical practice: a systematic review

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