Elyse Coffey

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201 – Nursing students’ perceptions of high-fidelity simulation
Co-authors Lauren McTier and Nicole M. Phillips                                                                                                       

Introduction

Within a Bachelor of Nursing programme, high fidelity simulation optimises preparation for the clinical environment and promotes consolidation of clinical skills (Liaw, Palham, Chan, Wong, & Lim, 2015). At the university where the study was conducted, high fidelity simulation was introduced into a single unit in 2013 and formally embedded into the newly accredited Bachelor of Nursing curriculum offered at three campuses in trimester one, 2015.

The study was designed to answer the question: What are student perceptions of high fidelity simulation? An exploratory descriptive design was utilised and data was collected using Levett-Jones et al.’s (2011) validated questionnaire. All students who were enrolled in the final year acute care clinical nursing unit at three campuses were invited to participate in the study. Students participated in a high fidelity simulation scenario and were invited to complete a questionnaire following the experience. A total of 288 students participated in the study. Students considered high fidelity simulation to be a useful teaching and learning strategy. The majority of students strongly agreed  that simulation enhanced their learning (98.9%), developed their clinical reasoning skills (96.9%) and clinical decision making ability (96.5%), and that simulation was a valuable learning experience (99%). Student perceptions of high fidelity simulation in this study were predominantly high. The findings inform the School of the final year students’ high fidelity experience. This study also contributes to the broader nursing education literature about student perceptions of high fidelity simulation.

Key words: High fidelity simulation; Research; Student perceptions; Education.