The Learning Effectiveness of High-Fidelity Simulation Teaching Among Chinese Nursing Students: A Mixed-Methods Study

Abstract

Background High-fidelity simulation (HFS) is an interactive and complex experiential learning pedagogy. Given the limited and inconclusive evidence on the effectiveness of HFS in terms of improving student learning outcomes, a more thorough understanding of students' learning experiences and effects of HFS may inform the improvement of nursing training. Purpose The aim of this study was to examine the learning effectiveness score of HFS, its influencing factors, and the learning experience of nursing students. Methods A convergent parallel mixed-methods research design was adopted. Five hundred thirty-three third-year undergraduate nursing students completed the Simulation Learning Effectiveness Inventory. Semistructured interviews were used to elicit the opinions of 22 participants regarding their participation in the HFS experience. Results The quantitative findings showed a moderately high learning effectiveness of HFS among Chinese undergraduate nursing students (121.81 ± 14.93). The learning effectiveness for equipment resources (15.02 ± 2.38), course arrangement (11.18 ± 1.73), and confidence (18.56 ± 3.67) was relatively low. Extroversion and mixed personality (β = 0.14 and 0.10) and “dislike” or “general like” of the course (β = −0.45 and −0.33) were found to influence learning effectiveness (F = 54.79, p < .001, adjusted R 2 = .29). In addition, the qualitative findings indicated that the participants felt positively regarding the “debriefing,” “clinical abilities,” and “problem solving” dimensions of the training. Conclusions/Implications for Practice The focus of the education process and curriculum design of HFS activities should be on improving course arrangement, equipment resources, and students' confidence while paying attention to nursing students' personality traits and course preferences.

Nurses’ perceptions of nursing education transformation and its impact on care delivery in Singapore

“…Our findings are consistent with Jamshidi et al.’s (2021) results, supporting that PBL helps students improve their critical thinking and increase their ability to integrate theory and practice. Furthermore, SBL was presented by the participants to be a safe way for students to learn and practice until they achieve skill competencies, which is consistent with Li et al.’s findings (2020). Therefore, our findings provided considerable insight for educators to continue using PBL and SBL.…”

“…As reported in Sheikhaboumasoudi's study ( 2018), elearning was frequently used during nursing education due to its capability in enabling flexible and self-paced learning (Ortega et al, 2020). Lastly, a prior study by Li et al (2020) purported SBL to be effective in establishing supportive and safe learning environments for students to build and perfect their clinical skills before practicing in actual settings. Song et al (2019) recognised that competencies in nursing research and EBP had been globally integrated into curricula.…”

“…Additionally, moving away from a traditional teacher‐centred approach towards a more student‐centred approach could reflect emerging international trends, emphasising critical thinking and independent learning. These include the use of contemporary teaching approaches such as simulation‐based learning (SBL) (Li et al., 2020), problem‐based learning (PBL) (Jamshidi et al., 2021) and e‐learning (Sheikhaboumasoudi, 2018). Additionally, competencies in nursing informatics (NI) (Honey et al., 2017), research and evidence‐based practice‐related (EBP) content (Deng, 2015; Liu et al., 2015) were integrated into the nursing curricula in some western countries.…”

“…Lastly, a prior study by Li et al. (2020) purported SBL to be effective in establishing supportive and safe learning environments for students to build and perfect their clinical skills before practicing in actual settings.…”

Evaluation of Simulation Scenarios in a Bachelor´S Degree Programme in Nursing: A Cross-Sectional Study

“…SBS includes a script prepared by the teacher depicting the clinical situation and context and emphasising both non-technical and technical learning objectives [1,2]. Such simulations promote healthcare students' in-depth learning by providing them with realistic opportunities for practising clinical skills and critical reasoning [3,4], communication and cooperation [5,6]. Simulations also build students' self-esteem and confidence and thus foster students' abilities to integrate theory into practice [3,7].…”