Final year undergraduate nursing students’ experience of high-fidelity simulation: results of a survey

Abstract

Background: Within a Bachelor of Nursing program, high-fidelity simulation optimises student preparation for the clinical environment and promotes the consolidation of clinical skills. It is important to research and evaluate high-fidelity simulation experiences as satisfied students engage in more meaningful learning, which in turn facilitates active and purposeful participation in their simulation experiences.

Objective: The aim of this study was to describe undergraduate nursing students’ experience of high-fidelity simulation.

Design: An exploratory descriptive design.

Setting: Three simulation centres within a university located across metropolitan, regional and rural Victoria.

Participants: Undergraduate students (n = 567) from three campuses completing their final clinical nursing unit were invited to participate in the study.

Methods: Students participated in a high-fidelity simulation scenario and immediately after the experience completed a survey that included the Satisfaction with Simulation Experience Scale. Data were analysed using the Statistical Package for the Social Sciences for Windows version 27.0.

Results: A total of 288 students participated in this study. The majority of students strongly agreed or agreed that high fidelity simulation enhanced their learning (98.9%), developed their clinical reasoning skills (97.2%) and clinical decision-making ability (96.9%), and that simulation was a valuable learning experience (99.3%).

Conclusion: Students perceived high-fidelity simulation positively and considered high-fidelity simulation to be a useful teaching and learning strategy.

Keywords:

• simulation
• education
• undergraduate
• nursing
• student experience
• high fidelity

Acknowledgements

Approval to conduct the study was obtained from the University’s Low-risk Human Ethics Committee (HEAG-H103_2015).

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.