Abstract
Background: Positive patient outcomes result from increased empathy and self‐awareness. One of the strategies utilized to improve empathy and self‐awareness was a high‐fidelity simulation (HFS).Purpose: This study aimed to see how HFS impacted students’ empathy and self‐awareness before and after HFS intervention in Jordanian university psychiatric nursing classes.Methods: A quasi‐experimental research with a pretest–posttest design was conducted on 235 undergraduate students registered in a psychiatric course at Al al‐Bayt University’s Faculty of Nursing from September to December 2023. The HFS was held in the form of 5 weeks’ scenarios. The study data collection tools included a demographic questionnaire, The Empathy Toward the Mentally Ill Scale and the Self‐Consciousness Scale: A Revised Version. The data were analyzed using descriptive statistics (frequency, mean, and standard deviation), and inferential statistics (t‐test).Results: Before and after the HFS intervention, a significant difference in students′ empathy (t234 = −26.90, p < 0.001) and self‐awareness (t234 = −19.70, p < 0.001) was found.Conclusions: HFS interventions, particularly in psychiatric courses, can be used to close the gap in nursing education and enhance traditional clinical learning.
Published Version
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