The Efficacy of High-fidelity Simulation on Psychomotor Clinical Performance Improvement of Undergraduate Nursing Students

Abstract

High-fidelity simulation has become a growing educational modality among institutions of higher learning ever since the Institute of Medicine recommended that it be used to improve patient safety in 2000. However, there is limited research on the effect of high-fidelity simulation on psychomotor clinical performance improvement of undergraduate nursing students being evaluated by experts using reliable and valid appraisal instruments. The purpose of this integrative review and meta-analysis is to explore what researchers have established about the impact of high-fidelity simulation on improving the psychomotor clinical performance of undergraduate nursing students. Only eight of the 1120 references met inclusion criteria. A meta-analysis using Hedges' g to compute the effect size and direction of impact yielded a range of -0.26 to +3.39. A positive effect was shown in seven of eight studies; however, there were five different research designs and six unique appraisal instruments used among these studies. More research is necessary to determine if high-fidelity simulation improves psychomotor clinical performance in undergraduate nursing students. Nursing programs from multiple sites having a standardized curriculum and using the same appraisal instruments with established reliability and validity are ideal for this work.

The value of simulation-based learning in pre-licensure nurse education: A state-of-the-art review and meta-analysis

“…A recent review of literature reported that simulation studies in nursing measured around 14 different cognitive effects (Cant and Cooper, 2016). Another review of simulation literature examining psychomotor skills found that six different appraisal tools were used in eight studies in the review (Vincent et al, 2015). Use of so many different outcome measures in the field limits the number of studies that can be pooled to statistically identify small and medium effects which may not be perceptible in one study alone (Cant and Cooper, 2016).…”

“…Gordon et al (2013) tested the impact of simulation education using HFS with a manikin on students' blood pressure measurement accuracy. In addition to pre-and post simulation measurements, observed accuracy was tested after a further 40 hours of clinical placement experience, thus These studies demonstrated that simulation enhances gains in psychomotor skills (Vincent et al, 2015) and volitional qualities such as self-confidence (Mager and Campbell Fluharty et al, 2012, Stayt et al, 2015 and satisfaction (Foronda et al, 2013). In addition, a key objective measure was knowledge gained through simulation interventions, which was flagged as an essential measure in 11 studies of the 17 that tested knowledge.…”

Seeing Students Squirm: Nursing Students' Experiences of Bullying Behaviors During Clinical Rotations

“…When bullying behaviors occur, it interferes with students meeting these objectives. Though simulation experiences provide students with opportunities to practice and learn (Vincent, Sheriff, & Mellott, 2015), simulations do not supersede real-world clinical experiences. Thus, students should to be instructed to inform clinical instructors immediately if the nurse preceptor will not let them take care of their assigned patient.…”

Clinical Ability, Learning-Attitudes, and Self-Confidence among Nursing Students in Their First High-Fidelity Simulation Training

“…Therefore, in order to supplement the limited practical education, simulation training, which is similar to the clinical field, was sought as a way to effectively improve the clinical ability of students [11,12]. As a result, simulation training has been widely used as an educational tool in the healthcare field for more than 15 years [13,14].…”