The Impact of High-Fidelity Simulation on Nursing Student’s Flexible and Reflective Thinking in Higher Education

Abstract

This study evaluated the effect of high-fidelity simulation with both mannequins and live actors on flexible and reflective thinking of nursing students. Students enrolled in an undergraduate nursing program were recruited to participate in this study. Ninety students, all female, completed both pre- and post-surveys. The researchers conducted a paired samples <em>t</em>-test to determine if there is a statistically significant difference in students’ level of flexible thinking before and after they experienced the high-fidelity simulation. Moreover, we conducted multivariate correlational analysis to examine the relationships between flexible thinking and reflective thinking. In general, statistical results in this study provide empirical support for the values of clinical simulation and debriefing on nursing students’ flexible and reflective thinking. High-fidelity simulation can expose students to controlled and dynamic clinical environments, allowing them to attempt the transfer of theory to practice, learn from collaborative and active learning tasks, and be open-minded to multiple perspectives and in diverse situations. We conclude that critical reflection is an important piece of development in flexible thinking and reflective learning. During the time of post-simulation interactions, students are encouraged to reflect objectively on their performance in each scenario. The input from peers and instructors provides students with the opportunity to assess their personal ability to transfer theory to practice and evaluate if the theory design of the course is providing them with the needed information to care for the clients presented in the clinical simulation scenarios.

Factors Affecting Nursing Students’ Reflective Thinking During Simulation Debriefing

“…A structured debriefing process that implements dialogue methods and strategies to promote interactions can promote learners’ reflective thinking. Reflective thinking can be taught if students are deeply involved in structured interventions and situated tasks with clear guidance provided 20. As the debriefer competency for effective debriefing has emphasized,8,23,37 debriefer competency training is necessary to promote instructor-to-student interactions.…”

“…Nurse educators have advocated reflective thinking as an essential attribute in the debriefing process for deeper learning and integration of knowledge. 7,15,20 The debriefing process aims to create a safe and nonthreatening environment where the most important aspect is ensuring that participants feel safe with intimate discussions leading to meaningful learning. 21 A safe, supportive environment is one of the antecedents for student-centered reflection during debriefing.…”

Learning technology acceptance and continuance intention among business students: The mediating effects of confirmation, flow, and engagement

“…Some students might feel motivated and engaged, while others could lose interest in, or attraction to, learning when electronic devices are readily available in their learning process. This is because individuals have different levels of ability to adapt the cognitive processing strategies when they face new and unexpected conditions (i.e., new learning situations or new digital technologies that instructors were adapting in teaching) in the environment (Cañas et al, 2003;Tseng & Hill, 2020). This skill is called cognitive flexibility.…”

Constructing a Mixed Simulation With 360° Virtual Reality and a High-Fidelity Simulator

“…1 Given their diverse features, learners can practice making decisions according to the data collected (eg, vital signs and breathing sounds). 2,3 However, high-fidelity simulators (HFSs) alone are insufficient in providing realistic patient experiences. For example, they have limitations in presenting facial expressions and symptom sounds.…”

“…High-fidelity human patient simulators with full body manikin and advanced technology mimicking human anatomy and physiological signs expressed via monitors have been used in nursing simulations 1 . Given their diverse features, learners can practice making decisions according to the data collected (eg, vital signs and breathing sounds) 2,3 . However, high-fidelity simulators (HFSs) alone are insufficient in providing realistic patient experiences.…”