Evaluating high-fidelity human simulators and standardized patients in an undergraduate nursing health assessment course.

An undergraduate nursing health assessment course provided three experiential modalities for practicing health assessment skills: high-fidelity human simulators (HFS), standardized patients (SP) and community volunteers (CV). Previous research has examined the impact of each distinct modality on learning outcomes. However, few studies have compared these learning strategies. This study investigates learners' satisfaction, self-efficacy and performance behaviors among three learning approaches. Forty-four undergraduate nursing students were randomly assigned to perform focused respiratory assessments on a HFS, SP or CV. Participants completed the Health Assessment Educational Modality Evaluation (HAEME) survey to assess self-efficacy and modality satisfaction. A performance checklist evaluated assessment skills. Performance behaviors were significantly greater with HFS, but learners were significantly less satisfied with this modality. Significant differences in students' self-efficacy were not found across the three modalities. Significantly lower satisfaction with HFS may reflect learners' perceived lack of realism. However, HFS may provide a low-stress opportunity for novice learners to practice skills. Results support the integration of distinct experiential learning modalities in an undergraduate nursing health assessment course.

Luctkar-Flude M ，Wilson-Keates B ，Larocque M 《-》

Comparative study of baccalaureate nursing student self-efficacy before and after simulation.

Cardoza MP ，Hood PA 《-》

The perceptions of undergraduate student nurses of high-fidelity simulation-based learning: a case report from the University of Tasmania.

Reilly A ，Spratt C 《NURSE EDUCATION TODAY》

Third-year undergraduate nursing students' perceptions of high-fidelity simulation.

High-fidelity simulation, with the potential to enhance cognitive, associative, and autonomous skills, can help students develop clinical reasoning. This study examined third-year students' (N = 300) perceptions about the implementation of high-fidelity simulation into an existing clinical course. Data were collected using an evaluation form completed by students after the simulation. Students perceived high-fidelity simulation as enjoyable, with an appropriate degree of challenge yet possessing congruency with concepts studied in the course. Students' transient feelings of confusion were interpreted as a natural component of the problem solving process as they analyzed, clustered, and interpreted cues to respond to rapid changes in the simulated patient's clinical condition. Debriefing was viewed as an important component and assisted in clarifying students' knowledge and rationale for practice. Further research is required on the relationship between the degree of confusion and its impact on learning and whether high-fidelity simulation increases the ability to reason in the clinical setting.

Wotton K ，Davis J ，Button D ，Kelton M ... -  《JOURNAL OF NURSING EDUCATION》

High-fidelity patient simulation: considerations for effective learning.

Garrett B ，MacPhee M ，Jackson C 《-》