Descriptive study of the satisfaction of nursing degree students in high-fidelity clinical simulation practices

Mixed-method study on the satisfaction of a high-fidelity simulation program in a sample of nursing-degree students

“…In line with other studies (Alconero-Camarero et al, 2019;Swenty and Eggleston, 2011), the high level of student satisfaction with the communication dimension (which was related to the debriefing process) also stood out. The debriefing was recognized as an important part of the simulation program because it allowed the students to learn from their mistakes, reflect upon their experiences, and improve their performance and self-perceived competence (Dufrene and Young, 2014).…”

Student satisfaction level, clinical learning environment, and tutor participation in primary care clinical placements: An observational study

“…This study evaluated the relationship of the level of student satisfaction with learning environment in the primary care clinical setting and tutors' participation in clinical placements. Very little evidence exists regarding the influence of both learning environments in the clinical setting in Spain and tutors' participation on student satisfaction level, as most studies related to student satisfaction level were conducted in university learning environments (López-Entrambasaguas et al, 2019) and simulation rooms (Alconero-Camarero et al, 2020). Nevertheless, our results reveal that the abovementioned factors are important for not only improving the level of student satisfaction with clinical placements, but also acquiring competencies.…”

Artificial intelligence in the analysis of emotions of nursing students undergoing clinical simulation

“…It is important that the professors involved in this training have the ability to conduct simulation, especially debriefing, leading students to self-reflection and using effective and respectful communication, ensuring student engagement in the learning process. Thus, the opportunity to achieve the expected results in the simulation-based experiment (26,31,33) is avoided.…”

“…Although students' speeches in this study do not show the exact cause of their negative emotions, these may be linked to the simulation experience itself: because they do not have complete mastery of content (intrinsic cognitive load); because of lack of desired emotional security in the simulated environment (which comes from pre-briefing to debriefing -external cognitive load); because of fear of compromising teamwork; or because of fear of assessment, a result that is also present in other studies with clinical simulation in nursing (7,15,(33)(34) .…”