Effect of High-Fidelity Simulation on Self-Satisfaction and Self-Confidence Among Nursing Students.

Abstract

Newly graduating nurses should be able to enter clinical practice as safe, accurate, competent, and compassionate professionals in health care settings that necessitate them to be learners who can easily get familiar with a broad diversity of clinical practice settings. The purpose of this study was to evaluate the effect of high-fidelity simulation experiences on self-satisfaction and self-confidence among the pediatric nursing students. A quasi-experimental design, post-test, was carried out through the recruitment of a convenience sample of 150 nursing students from Arab American University. The students were randomly assigned to the study (n = 75) or control (n = 75) groups. Data were collected using learner satisfaction and self-confidence scales. The results of the post-test revealed that there was a significant difference between both groups in self-satisfaction (t (148) = 11.14, P < .001) and self-confidence (t (148) = 13.04, P < .001). The mean score of self-satisfaction for the study group (22.45 ± 2.27) was higher than control group (16.80 ± 3.76). Also, the study group' mean self-confidence score (35.72 ± 3.49) was higher than the control group (27.28 ± 4.39). High-fidelity simulation was confirmed to be an helpful tool to keep an effective and safe learning method for pediatric nursing students, thus increasing their satisfaction and confidence.