High-fidelity simulation influences on novice baccalaureate nursing students
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Current research supports high-fidelity simulation use as a method for educating junior and senior nursing students. The purpose of this study was to examine the relationship that existed between the use of evidence-based high-fidelity simulation and the novice baccalaureate nursing students’ development of their nursing knowledge, performance skills, critical thinking skills, and self-confidence. A four-year university that offered a Bachelor of Science degree in nursing was the site of the study. This quasi-experimental quantitative study used a simple interrupted time-series, nonequivalent dependent variables, within-group design. Novice baccalaureate nursing students enrolled in their first theory and clinical course comprised the convenience sample. A pretest-posttest assessed their nursing knowledge; the National League of Nursing Questionnaires evaluated the students’ perspective of critical thinking skills, performance skills, and self-confidence. The Creighton Simulation Evaluation Instrument evaluated the students’ performance skills, critical thinking skills, and self-confidence from the faculty perspective. A paired t-test correlated the data results of the NLN Questionnaires and the Creighton Simulation Evaluation Instrument. From the students’ perspective the results indicated no direct relationship between high-fidelity simulation and nursing knowledge, skills, critical thinking, and self-confidence. From the faculty perspective the results did suggest that high-fidelity simulation may influence the novice baccalaureate nursing students’ performance skills and critical thinking skills. Additional research is needed to support high-fidelity simulation as an education method that influences the development of nursing knowledge, performance skills, critical thinking skills, and self-confidence in novice baccalaureate nursing students.