The contribution of high‐fidelity simulation to nursing students' confidence and competence: a systematic review

Abstract

Background: High-fidelity simulation (HFS) has been proposed as a novel, supplemental teaching-learning strategy to enhance students' confidence and competence in nursing practice. Aim: To describe available evidence about the effects of HFS on students' confidence and competence within nursing educational programmes. Methods: A review of studies published between 2000 and 2011 was undertaken using the following databases: CINAHL, Proquest, MEDLINE, Science Direct, OVID and Chinese Academic Journal. The concepts of confidence and competence as they related to HFS in nursing education were used for screening the literature. Quantitative studies were assessed for methodological quality. Findings: Eighteen English and six Chinese studies addressed confidence and competence as outcomes of simulation and were retrieved in this review. The results of meta-analysis indicated a mixed contribution of HFS to confidence and competency with a lack of high-quality random control trials and large sample sizes. Conclusions: Although qualitative studies presented positive results, there was still insufficient evidence for supporting the notion that students' confidence and competency are enhanced through HFS. More quantitative studies are needed to demonstrate effectiveness. There was a deficit of formal measurement tools available to evaluate HFS. Most research pays no attention to validation of measurements. The increased confidence and competence after simulation may not be realized until the student experiences a real situation like the one in the simulation. More research is needed to examine the transferability of the simulation experience into real situations.

Student self-confidence with clinical nursing competencies in a high-dose simulation clinical teaching model

“…[29,30] Self-confidence is an important predictor for success in professional roles, job satisfaction, and career longevity, [13,14] all of which have implications for nursing faculty charged with educating new workforce entrants. Our results show that student's perceptions of their confidence in carrying out the eight practice competencies associated with generalist nursing practice set forth by the American Association of Colleges of Nursing, the National League for Nursing, and National Council of State Boards of Nursing significantly improved over time in the undergraduate program.…”

Nursing students’ clinical judgment in high-fidelity simulation based learning: A quasi-experimental study

“…A systematic review on current empirical studies (between 2000 and 2011) indicated the high-fidelity simulation did enhance scores on knowledge and skill exams but provided a mixed contribution to self-confidence and competency [7,8] . Based on self-report surveys, many Chinese students perceived that simulation effectively improved their abilities in communication, team collaboration, clinical thinking, clinical judgment and problem solving [9,10] .…”

Overview as a Educator to Simulation in Pediatric Nursing

“…Öğrencilerin simülasyon eğitimi ile kazandığı yeterlilik ve öz güvenin, klinikte/alanda gerçek bir durumla karşılaştığında göstereceği öz güven ve yeterlilik ile aynı olmayacağı ya da farklı olacağı belirtilmiştir. 20 Bu sistematik incelemenin aksine araştırmada eğitimciler, simülasyon eğitiminin öğ-renciye (beceriyi, öz güveni, kendini ifade etme yeteneğini, hızlı analitik ve eleştirel düşünme, kritik karar verme ve sorun çözme becerisini artırır vb. ), eğitimciye (klasik eğitime göre daha keyifli ve doyum vericidir, anlatımı kolaylaştırır, hastanın zarar görme riski azaldığı için eğitimci kendini gü-vende hisseder vb.)…”