The impact of high‐fidelity simulation on knowledge, critical thinking, and clinical decision‐making for the management of pre‐eclampsia

Abstract

Objective: To investigate the impact of high-fidelity simulation on nursing students' knowledge, critical thinking, and clinical decision-making in the management of preeclampsia, and to explore the students' views and learning experiences. Methods: A mixed-methods design study was conducted on 107 third-year nursing students. The students were randomly assigned to the control group (n=54) or the experimental group (n=53). The students in the experimental group attended the simulation training using a high-fidelity simulator, while the students in the control group attended only the classical training on "the management of pre-eclampsia." Results: Knowledge (P<0.001), critical thinking (P<0.05), and clinical decision-making (P<0.05) scores of students in the experimental group increased after the simulation. In the focus group interviews, five themes were identified: learning development; closing the gap between theory and practice; confident decision-making and self-confidence; professional preparation; and recommendations. Conclusion: High-fidelity simulation is efficacious for improving the management of pre-eclampsia among nursing students.

Exploring the activities and outcomes of digital teaching and learning of practical skills in higher education for the social and health care professions: a scoping review

“…The target groups included medical students (n = 30) [ 24 – 35 , 37 , 38 , 40 , 41 , 48 , 49 , 56 – 59 , 61 , 62 , 64 – 66 , 69 – 71 ], nursing students (n = 16) [ 36 , 42 , 43 , 45 , 47 , 50 , 52 – 55 , 60 , 63 , 67 , 68 , 72 ], midwifery students (n = 1) [ 51 ], and dental students (n = 3) [ 39 , 44 , 46 ].…”

“…Eighteen studies [ 24 , 30 , 34 , 36 – 39 , 44 , 46 , 49 , 53 , 54 , 56 , 58 , 60 , 62 , 64 , 69 ] were developed in a face-to-face format and were then transformed to digital format but did not use a virtual learning environment (i.e., there was no platform for content management, lesson planning, engagement, administration, communication). In 21 studies [ 25 , 26 , 29 , 31 , 33 , 35 , 40 , 42 , 45 , 47 , 48 , 50 – 52 , 55 , 57 , 63 , 65 , 67 , 71 , 72 ], the authors did not provide information about the learning environment, and in five studies [ 27 , 41 , 43 , 59 , 61 , 68 ], the authors only mentioned that an e-learning/online learning system or a learning management system was used. One study reported that a shareable weblink was used but offered no specific information [ 32 ].…”

“…Practical nontechnical skills training for nursing and midwifery students was reported in two studies. These skills were related to communicating with deteriorating patients before procedures [ 43 ] and communication in clinical decision-making [ 50 ].…”

“…At 3 months follow up the otoscopy simulation group showed greatest improvement both in accuracy and otoscopy skills Nursing students Aebersold et al [ 63 ], 2018, USA To study an anatomy augmented procedure training video with interactive virtual simulation exercises to determine the impact on naso-gastric tube (NGT) placement skills No data Sophomore and junior nursing students (n = 69) No demographic data was reported No information about virtual environment provided, nursing program iPad anatomy-augmented virtual simulation training The students watched a training video which was followed by interactive virtual simulation exercises A training video and didactic content in accordance with the standard curriculum. The content was similar in both control and intervention conditions Competence in placing the NGT with a 17-item competency checklist, satisfaction with the AR technology, and perceptions of AR as a potential teaching tool for clinical skills training A small sample size The augmented virtual simulation training group was significantly better in correctly placing the NGT compared to the control group Akalin et al [ 50 ], 2020, Turkey To investigate the impact of high-fidelity simulation on nursing students’ knowledge, critical thinking, and clinical decision-making in the management of pre-eclampsia No data Third-year nursing students, N = 107, age (mean = 20.8 years), 87% female No information about virtual environment provided, nursing program Classroom training (four hours course including video, pictures, PowerPoint presentation, etc.) and high fidelity simulation training Classroom training (same as in the simulations group) Knowledge Assessment Form (KAF), California Critical Thinking Disposition Inventory (CCTDI), Clinical Decision Making in Nursing Scale (CDMNS) The group with high fidelity simulation combined with classical training significantly increased students’ acquisition and retention of knowledge, critical-thinking, and clinical decision making on preeclampsia compared to classical training at least in the short-term Aloush [ 55 ], 2019, Jordan To assess student nurses’ know...…”

Supporting Students' Understanding of Caring Science as a Meaningful Basis for Practice

“…Much has been written about the importance of reflection in nursing education, as well as about reflective practice and critical thinking (Adam & Juergensen, 2019;Akalin & Sahin, 2020;Barry et al, 2020;Chang et al, 2020;Ekebergh, 2007;Johns, 2009;Scaife, 2010;Schön, 1987). The vast majority of these references focuses on the importance of increasing students' awareness of how they think, how they feel and how they act in clinical situations, and to consider if they would act in a similar way in the future.…”