Exploring the Motivational Learning Impact of a Contextually Adapted High-Fidelity Simulation Scenario on Nursing Students in the College of Nursing, in Kuwait

Abstract

High-Fidelity Simulation, or Human Patient Simulation, is an educational strategy embedded within nursing and medical curricula throughout many healthcare educational institutions. With High-Fidelity Simulation, clinical situations can be created for students to practise clinical skills and apply theoretical knowledge in a simulated setting. Presently, nursing students in Kuwait rely on the allocation of clinical placements in order to test the skills and knowledge that they have acquired in the classroom. Therefore, nursing students in Kuwait did not have the opportunity to experience the benefits of High-Fidelity Simulation (HFS). In order to ensure that nurses in Kuwait receive the best standard of education, and thus patients receive the best standard of care, there is an urgent need to redesign nurse education. Given the known benefits of High-Fidelity Simulation in the development of nurse education and the need to introduce this approach for the first time in Kuwait, this study aims to explore if a scenario, can be culturally adapted for use in the education of nursing students in Kuwait, and the extent to which this scenario will enhance students’ motivation to learn. This study will apply the ARCS-V model as one of the most widely used interactionism models. Applying a sequential approach that reflects the action research process associated with the model, phase one will explore educational stakeholders’ perceived barriers and facilitators to High-Fidelity Simulation. Phase two will engage participants in the co-design of a United Kingdom nursing simulated scenario for implementation in College of Nursing, Kuwait. Phase three will pilot and evaluate the High-Fidelity Simulation scenario with undergraduate nursing students. Adaption of evidence based, authentic clinical High-Fidelity Simulation scenarios is a valued and unique step in redesigning nurse education.