Abstract
Abstract A retrospective, longitudinal pilot analysis was conducted on nursing student evaluation data collected from sequential high-fidelity simulation experiences in an associate degree nursing program. The Sweeney-Clark Simulation Performance Rubric was used to measure students' performance. The overall mean of each of the measured categories increased significantly with each simulation experience. The odds of scores increasing with each subsequent simulation experience ranged from 6.99 to 41.38. Performance improved through sequential simulation experiences. Findings support feasibility and import of providing evidence to support the use of high-fidelity simulation in relation to learning over time.
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