Main Article Content
Background: High-fidelity simulation-based learning is being increasingly used in nursing education, as it is a pedagogical method that promotes students to learn from simulations that are closest to actual situations.
Objectives: The purpose of this study was to determine the effects of high-fidelity simulation- based learning for the preparation of practice on knowledge, satisfaction and self-confidence. Method: The participants consisted of 80 nursing students and divided into an intervention group and a comparison group. The instruments used in this study comprised the Knowledge Test, the Student Satisfaction Questionaire, and Self-Confidence Questionaire. T-tests were employed to analyze data. Qualitative data were collected by using focused groups. Content analysis were employed to analyze data.
Results: 1) The mean scores of knowledge, satisfaction, and self -confidence of the intervention group after the experiment were significantly higher than those before the experiment. 2) The intervention group showed a significantly higher mean scores of knowledge, satisfaction, and self-confidence than those in the comparison group after the experiment. 3) The focused group showed that the students have knowledge about maternal assessment and nursing care during labor. The students displayedsatisfaction with high-fidelity simulation-based learning which helped them better understand the content, feel enjoyment, and gain confidence in taking the role in nursing care and decision making.
Conclusion: The results of this study can be used for promoting high fidelity simulation-based learning to develop the knowledge, satisfaction, and self-confidence of nursing students
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.Authors who publish with this journal agree to retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Gore T, et al. The effects of simulated clinical experiences on anxiety: Nursing students perspectives. Clin Simula Nurs. 2011;7:e175-e180.
3. Hick FD, Cokes L, Li S. The effect of high-fidelity simulation on nursing students knowledge and performance: a pilot study. National Council of state Boards of Nursing. 2009;40:1-27.
4. Waxman KT. The development of evidence-based clinical simulation scenarios: Guidelines for nurse educators. J Nurs Educ. 2010;49(1):29-35.
5. Jefferies PR. A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nurs Educ Perspect. 2005;26:96-103.
6. O’Donnell JM, Decker S, Howard V, Levett-Jones T, Miller CW. NLN/Jeffries simulation framework state of science project: Simulation learning outcomes. Clin Simulat Nurs. 2014;10:373-382.
7. Yuan H, Williams BA, Fang J, Ye Q. A systematic review of selected evidence on improving knowledge and skills through high-fidelity simulation. Nurs Educ Today. 2012;32(3):294-8.
8. Kolb DA. Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall; 1984.
9. Hallmark BF, Thomas CM, Gantt L. The educational practices construct of the
NLN/Jeffries simulation framework: State of science project: simulation design characteristic. Clin Simulat Nurs. 2014;10: 345-52.
10. Groom JA, Handerson D, Sittner BJ. NLN/Jeffries simulation framework state of science project: Simulation design characteristic. Clin Simula Nurs. 2014;10: 337-44.
11. Gates MG, Parr MB, Hughen JE. Enhancing nursing knowledge using high-fidelity simulation. J Nurs Educ. 2012;51(1):9-15.
12. Liaw SY, Scherpbier A, Rethans J, Klainin-Yobas P. Assessment for simulation learning outcomes: a comparison of knowledge and self-reported confidence with observed clinical performance. Nurs Educ Today. 2012;32:e35-9.
13. Reese CE, Jeffries PR, Engum SA. Learning together: using simulations to develop nursing and medical student collaboration. Nurs Educ Perspect. 2010;31(1):33-7.
14. Wang AL, Fitzpatrick JJ. Use of simulation among Chinese nursing students. Clin Simulat Nurs. 2013;9:e311-17.
15. Partin JL, Payne TA, Slemmons MF. Students’ perceptions of their learning experiences using high-fidelity simulation to teach concepts relative to obstetrics. Nurs Educ Perspect. 2011;32(3):186-8.
16. Mould J, White, H, Gallagher R. Evaluation of a critical care simulation series for undergraduate nursing students. Cont Nurs J Aust Nurs Prof. 2011;38:180-90.
17. Schlairet MC. Simulation in an undergraduate nursing curriculum: implementation and impact evaluation. J Nurs Educ. 2011;50(10):561-8.