The perceptions of undergraduate student nurses of high-fidelity simulation-based learning: A case report from the University of Tasmania

vChanging Student Nurses Values, Attitudes, and Behaviours: A Meta Ethnography of Enrichment Activities

“…Compliance stage occurred in IPL and simulation activities that were mainly based on 1 event [10,25,47,48] with the authors acknowledging early progressive attitudes, weakening rapidly if not repeated. However activities incorporating blended learning were available for use over longer periods of time (4 weeks to a whole course), yet still only led to compliance stage development [46,[49][50][51].…”

“…The differences where, that the event was either a one off activity and the purpose of the reflection was focused on skill development using simulation [47], retention and support of students in clinical practice [46] and attitudes to palliative care [47], rather than to develop changes in cultural competence.…”

Impact of a simulated practice program in the construction of self-confidence for intervention in emergencies and its association with knowledge and performance

“…Examples of these benefits include increased student satisfaction; [1][2][3][4] learning gains; [5,6] increased self-confidence to intervene in different contexts; [7][8][9] more appropriate use of knowledge and competences; [5,6] transferability of competences to clinical practice; [1,[10][11][12][13] global competency development, such as clinical judgment, priority setting, decision making, accomplishment of correct actions, teamwork and correction of errors without the effects of these errors on the patients. [2] Simulation is a stimulating tool in the learning process, and institutions and trainers increasingly invest in this area.…”

İlk ve Acil Yardım Programında Okuyan Öğrencilere Ambulans Simülasyon Laboratuvarında Uygulanan Eğitimin Temel Beceri Düzeyine Etkisi

“…6,7 Simülasyona dayalı eğitim ile düzenli olarak geri bildirimlerin verilmesi ve sağlanan sürekli tekrarlar öğrencinin performansını ve kendine güvenini artırmaktadır. [8][9][10][11][12] Öğrenciler açısından yaptıkları pratik uygulamanın fazla olması anksiyetelerinin azalmasını sağlayarak özgüvenlerinin geliştirmekte ve yaptıkları işin kalitesini artırmaktadır. 13,14 Simülasyon eğitimi ile öğrenciler; hastanın mevcut durumunu anlama veya başarısızlık korkusu olmaksızın, güvenli bir ortamda tam bir bakım uygulama yeteneği, teknik beceri, karar verme, değerlendirme, ekip çalışması ve yönetim becerisi kazanmaktadır.…”