Impact Of High-fidelity Simulation Research Articles

The Impact of High-Fidelity Simulation on Undergraduate Nursing students Performing Safe Medication Administration: A Systematised Review

The Impact of High-Fidelity Simulation on Undergraduate Nursing students Performing Safe Medication Administration: A Systematised Review

High-Fidelity Simulation’s Impact on Clinical Reasoning and Patient Safety: A Scoping Review

<h3>Background</h3> Simulation-based learning is a recognized teaching approach in nursing education. However, research on the interplay of simulation and clinical reasoning development is limited. It is assumed that the opportunity to develop skills and clinical reasoning through simulation will contribute to patient safety. <h3>Purpose</h3> This scoping review aims to summarize the literature on the impact of high-fidelity simulation (HFS) on students' clinical reasoning and patients' safety in undergraduate nursing education and to use that information to provide recommendations to nursing educators. <h3>Methods</h3> A scoping review of the literature published between 2011 and 2022 was conducted following the guidelines of the Joanna Briggs Institute Manual for Evidence Synthesis and a methodological framework for scoping studies. <h3>Results</h3> Of 155 studies identified, 21 were included in the final review. Based on these studies, HFS may affect patient safety by stimulating clinical reasoning in a safe environment for undergraduate nursing students. Exposure to HFS improves students' readiness and alleviates "transition shock" and anticipatory anxiety in the clinical setting. HFS cannot replace but may be used in conjunction with real-life nursing practice to support the development of clinical reasoning in students. <h3>Conclusion</h3> Simulation promotes active learning as students engage in lifelike scenarios. Repetitive practice of nursing skills in simulation contributes to students' dexterity, leading to improved safety, clinical performance, and translation of theory to practice. In addition, prebriefing and debriefing sessions after the HFS activity provide opportunities for exploration of factors influencing patient safety.

The Impact of High-Fidelity Simulation on Nursing Student’s Flexible and Reflective Thinking in Higher Education

This study evaluated the effect of high-fidelity simulation with both mannequins and live actors on flexible and reflective thinking of nursing students. Students enrolled in an undergraduate nursing program were recruited to participate in this study. Ninety students, all female, completed both pre- and post-surveys. The researchers conducted a paired samples &lt;em&gt;t&lt;/em&gt;-test to determine if there is a statistically significant difference in students’ level of flexible thinking before and after they experienced the high-fidelity simulation. Moreover, we conducted multivariate correlational analysis to examine the relationships between flexible thinking and reflective thinking. In general, statistical results in this study provide empirical support for the values of clinical simulation and debriefing on nursing students’ flexible and reflective thinking. High-fidelity simulation can expose students to controlled and dynamic clinical environments, allowing them to attempt the transfer of theory to practice, learn from collaborative and active learning tasks, and be open-minded to multiple perspectives and in diverse situations. We conclude that critical reflection is an important piece of development in flexible thinking and reflective learning. During the time of post-simulation interactions, students are encouraged to reflect objectively on their performance in each scenario. The input from peers and instructors provides students with the opportunity to assess their personal ability to transfer theory to practice and evaluate if the theory design of the course is providing them with the needed information to care for the clients presented in the clinical simulation scenarios.

High-fidelity simulation and student performance in the Capstone Field Internship

Despite the increased use of high-fidelity simulation in the education of paramedics, little research has been done into its impact on paramedic student performance. The objective of this quasi-experimental quantitative analysis was to investigate differences in the performance of students in the paramedic field internship between those trained using low-fidelity and those trained using high-fidelity simulation practices. Data were derived from the student field internship records from a community college-based paramedic programme in the United States, with students in two groups: a low-fidelity simulation group (2010–2013) and a high-fidelity simulation group (2014–2017). The students in the high-fidelity simulation group required fewer patient contacts to complete the internship than the students in the low-fidelity simulation group, demonstrating a significant improvement in student performance. While further studies are required to more fully investigate the use of high-fidelity simulation in paramedic education, this study provides necessary insight into the impact of high-fidelity simulation in the training of paramedics.

Practise on plastic: the impact of high fidelity simulation on learning and teaching

The integration of high fidelity simulation (HFS) as an adjunct resource into healthcare curricula is not a new phenomenon. Healthcare assistants (HCAs) are increasingly likely to be expected either to partake in high fidelity simulation training, or to work in the context of a multidisciplinary team (MDT) where this is commonplace activity in training or continuing professional development. HFS is regularly used in the context of medical, nursing and the allied healthcare professions to provide realistic scenarios where students can practise their clinical skills and interventions in an ethos of support and constructive feedback. Over the past five years particularly, the use of simulated practice as a teaching and learning tool within healthcare has increased in importance; it is seen as the major teaching method for practising and assessing developing skills, knowledge, attitudes and meaningful decision-making within the field of healthcare ( Humphreys, 2013 ). The use of HFS offers a safe, non-threatening environment, creating opportunities for learners to develop cognitive, psychomotor and affective competencies away from the patient's bedside ( Murray et al, 2008 ). This article provides an insight into the educational significance of HFS, alongside issues of implementation and educational focus.

Impact of high-fidelity simulation on the development of clinical judgment and motivation among Lebanese nursing students

BackgroundHigh-fidelity simulation (HFS) offers a strategy to facilitate cognitive, affective, and psychomotor outcomes and motivate the new generation of students. ObjectivesThe purpose of this study was to examine the impact of using high-fidelity simulation on the development of clinical judgment and motivation among Lebanese nursing students. DesignA post-test, quasi-experimental design was used. SettingsTwo private universities in Lebanon were targeted to implement the intervention. ParticipantsA convenience sample of 56 nursing students from two private universities in Lebanon were recruited. MethodsData were collected using the Lasater Clinical Judgment Rubric and the Motivated Strategies for Learning questionnaires. ResultsNursing students exhibited significant improvement in clinical judgment and motivation due to exposure to HFS. There was a significant difference post HFS between the intervention group and the control group in clinical judgment intervention (t=5.23, p<0.001) and motivation for academic achievement (t=−6.71, p<0.001). The intervention group had a higher mean score of clinical judgment (29.5, SD=5.4) than the control group (22.1, SD=5.7) and, similarly, students had higher mean scores of motivation (198.6, SD=10.5) in the intervention group than in the control group (161.6, SD=20). The analysis related to differences between the intervention and control groups in motivation and clinical judgment; controlling for previous experience in health care services, the analysis showed no significant difference (Wilk's lambda =0.77, F=1.09, p=0.374). ConclusionThere is a need for nursing educators to implement HFS in nursing curricula, where its integration can bridge the gap between theoretical knowledge and nursing practice and enhance critical thinking and motivation among nursing students.

The efficacy of high-fidelity simulation on psychomotor clinical performance improvement of undergraduate nursing students.

High-fidelity simulation has become a growing educational modality among institutions of higher learning ever since the Institute of Medicine recommended that it be used to improve patient safety in 2000. However, there is limited research on the effect of high-fidelity simulation on psychomotor clinical performance improvement of undergraduate nursing students being evaluated by experts using reliable and valid appraisal instruments. The purpose of this integrative review and meta-analysis is to explore what researchers have established about the impact of high-fidelity simulation on improving the psychomotor clinical performance of undergraduate nursing students. Only eight of the 1120 references met inclusion criteria. A meta-analysis using Hedges' g to compute the effect size and direction of impact yielded a range of -0.26 to +3.39. A positive effect was shown in seven of eight studies; however, there were five different research designs and six unique appraisal instruments used among these studies. More research is necessary to determine if high-fidelity simulation improves psychomotor clinical performance in undergraduate nursing students. Nursing programs from multiple sites having a standardized curriculum and using the same appraisal instruments with established reliability and validity are ideal for this work.

Impact of High-Fidelity Simulation and Pharmacist-Specific Didactic Lectures in Addition to ACLS Provider Certification on Pharmacy Resident ACLS Performance

Purpose: This pilot study explored the use of multidisciplinary high-fidelity simulation and additional pharmacist-focused training methods in training postgraduate year 1 (PGY1) pharmacy residents to provide Advanced Cardiovascular Life Support (ACLS) care. Pharmacy resident confidence and comfort level were assessed after completing these training requirements. Methods: The ACLS training requirements for pharmacy residents were revised to include didactic instruction on ACLS pharmacology and rhythm recognition and participation in multidisciplinary high-fidelity simulation ACLS experiences in addition to ACLS provider certification. Surveys were administered to participating residents to assess the impact of this additional education on resident confidence and comfort level in cardiopulmonary arrest situations. Results: The new ACLS didactic and simulation training requirements resulted in increased resident confidence and comfort level in all assessed functions. Residents felt more confident in all areas except providing recommendations for dosing and administration of medications and rhythm recognition after completing the simulation scenarios than with ACLS certification training and the didactic components alone. All residents felt the addition of lectures and simulation experiences better prepared them to function as a pharmacist in the ACLS team. Conclusion: Additional ACLS training requirements for pharmacy residents increased overall awareness of pharmacist roles and responsibilities and greatly improved resident confidence and comfort level in performing most essential pharmacist functions during ACLS situations.

High-fidelity simulation increases obstetric self-assurance and skills in undergraduate medical students

Teaching intrapartum care is one of the most challenging tasks in undergraduate medical education. High-fidelity obstetric simulators might support students' learning experience. The specific educational impact of these simulators compared with traditional methods of model-based obstetric teaching has not yet been determined. We randomly assigned 46 undergraduate medical students to be taught using either a high-fidelity simulator or a scale wood-and-leather phantom. Their self-assessments were evaluated using a validated questionnaire. We assessed obstetric skills and asked students to solve obstetric paper cases. Assessment of fidelity-specific teaching impact on procedural knowledge, motivation, and interest in obstetrics as well as obstetric skills using high- and low-fidelity training models. High-fidelity simulation specifically improved students' feeling that they understood both the physiology of parturition and the obstetric procedures. Students in the simulation group also felt better prepared for obstetric house jobs and performed better in obstetric skills evaluations. However, the two groups made equivalent obstetric decisions. This study provides first data on the impact of high-fidelity simulation in an undergraduate setting.

324 A Prospective Randomized Controlled Trial Comparing the Impact of High Fidelity Simulation versus Standard Lecture-based Training on Long Term Clinical Performance of Emergency Airway Management by Emergency Medicine Residents

The use of simulation is fast becoming a standard component of emergency medicine residency training programs. Minimal data exists demonstrating improved clinical performance in procedures and patient care after simulation training versus traditional lecture-based training. We hypothesize that high fidelity simulation training will have a beneficial measurable effect on long-term emergent airway management performance by emergency medicine residents when compared with a traditional lecture-based format.