Abstract
BACKGROUND: One strategy to develop nursing students’ clinical judgment are the use of high-fidelity patient simulation (HFS). The aim of the study was twofold. Firstly, the aim of this study was to describe the nursing students’ experiences while participating in HFS, and secondly to describe faculty teachers’ reflections about nursing students’ need in HFS and the related teaching challenges.METHOD: Data was collected in focus group discussions and individual interviews, analyzed using thematic qualitative content analysis.FINDINGS: The nursing students’ experienced HFS as being thrown into an uncertain, exposure situation. This were for some, reason for reluctance. The teachers challenge was motivating and coaching the students throughout a demanding teaching situation. DISCUSSION: Students’ ability to perform in HFS is influenced by self-perceived efficacy, own attitudes and responsibility for one’s learning, which are a challenge for the teachers.CONCLUSION: HFS methodology can be useful to identify gaps and strengths in students’ professional transition towards becoming registered nurses. Overcoming reluctance towards HFS is a mutual challenge for faculty teachers and nursing students. By entering the scenario with a positive mindset, nursing students can improve their ability to perform clinical judgments.
Highlights
Studies show that newly qualified nurses find it difficult to transform theoretical knowledge into adequate care in complex clinical situations (Tanner, 2006) where patientsvital signs might be misinterpreted or mistreated leading to inadequate care (McCaughey, 2009)
Overcoming reluctance towards high-fidelity patient simulation (HFS) is a mutual challenge for faculty teachers and nursing students
HFS is defined as a technology that interactively replaces or enhances real-life events (Levett-Jones, Lapkin, Hoffman, Arthur, & Roche, 2011) that offers varying degrees and methods with the potential to promote students’ cognitive, associative, and psychomotor abilities in a patient-safe and realistic environment (Wotton, Davis, Button, & Kelton, 2010)
Summary
Studies show that newly qualified nurses find it difficult to transform theoretical knowledge into adequate care in complex clinical situations (Tanner, 2006) where patientsvital signs might be misinterpreted or mistreated leading to inadequate care (McCaughey, 2009). One challenge and a strategy to develop nursing students’ clinical judgment may be through the systematic use of High-fidelity patient simulation (HFS) (Fitzgerald, 2012). Today few Scandinavian studies have been focused on the challenges related to patient simulation in nursing education. There is a need for a variety of teaching methods to facilitate studentslearning regarding the ability to correctly perform clinical judgments (Gates, Parr, & Hughen, 2012), even though a study of Hallin, Häggström, Bäckström, and Kristiansen (2016, B) showed that a majority of the nursing students modelled a flexible learning style. Nursing students at bachelor level need the opportunity to operate in a variety of complex simulated situations to develop required competencies. One strategy to develop nursing students’ clinical judgment are the use of high-fidelity patient simulation (HFS). The aim of this study was to describe the nursing students’ experiences while participating in HFS, and secondly to describe faculty teachers’ reflections about nursing students’ need in HFS and the related teaching challenges
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