Examining the impact of high and medium fidelity simulation experiences on nursing students’ knowledge acquisition

Preparing students for clinical placements: The student's perspective

“…Because the simulation programme was designed to create new knowledge through nursing practice, Kolb's (1984) experiential learning theory was a particularly appropriate theoretical framework. Kolb (1984) believes that learning is a continuous process in which experience is transformed into existing cognitive frameworks to create new knowledge. In this instance the simulation programme provided what Kolb called the "concrete experience" from which observations and reflections could be derived.…”

“…Role-play engages the motor as well as the cognitive system which, according to research allows the entire brain to be engaged in learning (Clapper, 2010). Cognitive learning is further complemented by emotional learning whereby learners reflecting on emotional experiences relate them back to the source of information causing the emotion to occur, thereby storing experiences into memory (Clapper, 2010;Gordon et al, 2010;Kolb, 1984;Lewis et al, 2013). While acknowledging role-play and correlations with student learning, Billings and Halstead (2005) highlight some drawbacks inherent in this simulation modality.…”

“…As nursing and faculty shortages collide they create what Hinshaw (2008) calls the "perfect storm" a unique moment in nursing history which hinders the ability of nurses to support their own as they venture into the clinical arena (Campbell & Daley, 2009). Decreased government health budgets, increased student numbers and higher patient acuities further result in a reduction in the availability and quality of clinical placements (Cangelosi, 2008;Levett-Jones et al, 2011;Wilford & Doyle, 2006). Simulated nursing practice, an innovative strategy designed to address these concerns is rapidly gaining global momentum (Adamson, 2010).…”

Overcoming Reluctance towards High Fidelity Simulation - A Mutual Challenge for Nursing Students’ and Faculty Teachers

“…There is a need for a variety of teaching methods to facilitate students´ learning regarding the ability to correctly perform clinical judgments (Gates, Parr, & Hughen, 2012), even though a study of showed that a majority of the nursing students modelled a flexible learning style. 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). Nursing students at bachelor level need the opportunity to operate in a variety of complex simulated situations to develop required competencies.…”

The Relationship between Standardized Test Scores and Clinical Performance

“…Although many studies focus on factors such as usability or student attitudes toward the use of simulation, the most useful studies are those that illustrate the relationship between simulation and some aspect of actual performance (Ericsson, Whyte, & Ward, 2007). Researchers have often focused on the relationship between simulation and knowledge, with knowledge often acting as a proxy for clinical performance (Cooper et al, 2010;Gates, Parr, & Hughen, 2012;Hauber, Cormier, & Whyte, 2010;Laschinger et al, 2008;Levett-Jones, Lapkin, Hoffman, Arthur, & Roche, 2011;Schlairet & Pollock, 2010;Whyte, Ward, & Eccles, 2009). Although some studies have demonstrated that engagement in high-fidelity clinical simulation can facilitate the knowledge required in common testing modalities (Gates et al, 2012;Hauber et al, 2010), knowledge acquisition does not necessarily facilitate improvement in actual clinical performance (Ericsson et al, 2007;Laschinger et al, 2008).…”