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High fidelity simulation effectiveness in nursing students' transfer of learning
1University of North Alabama, 1 Harrison Plaza, Florence, AL 35630, USA. trkirkman@una.edu
International Journal of Nursing Education Scholarship
|August 13, 2013
Summary
High-fidelity simulation (HFS) effectively transfers knowledge and skills in nursing education. Undergraduate nursing students demonstrated improved learning and clinical judgment through HFS, enhancing teaching methods.
Area of Science:
- Nursing Education
- Clinical Judgment Development
- Simulation-Based Learning
Background:
- Nursing faculty employ interactive tools to enhance student clinical judgment.
- High-fidelity simulation (HFS) is a potentially effective interactive teaching method.
- Assessing knowledge transfer from simulation to traditional clinical settings is crucial.
Purpose of the Study:
- To determine if undergraduate nursing students can transfer knowledge and skills from lectures and HFS to clinical practice.
- To evaluate the effectiveness of HFS as a teaching method in nursing education.
Main Methods:
- A time series design was used to study 42 undergraduate nursing students.
- Students' respiratory assessment skills were observed and rated at the bedside.
- Ratings were conducted before and after a respiratory lecture, and after a simulation clinical experience.
Main Results:
- A statistically significant difference (p=0.000) was found in the transfer of learning over time.
- Students demonstrated improved ability to apply learned knowledge and skills in the clinical setting.
Conclusions:
- Transfer of learning was successfully demonstrated among nursing students.
- High-fidelity simulation (HFS) is an effective method for nursing education and skill development.
- The findings support the integration of HFS into undergraduate nursing curricula.
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