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Graduate Student Outcomes Following Critical Care Simulation: An Italian Pilot Study
Angelo Dante1, Emanuela Bruni, Carmen La Cerra
1About the Authors The authors are faculty and students at the Department of Health, Life, and Environmental Sciences, University of L'Aquila, L'Aquila, Italy. Angelo Dante, PhD, RN, is a research fellow in nursing. Emanuela Bruni, MSN, RN, is a clinical nurse. Carmen La Cerra, PhD, RN, is a research fellow in nursing. Valeria Caponnetto, MSN, RN, was a PhD student. Vittorio Masotta, MSN, RN, is a PhD student. Cristina Petrucci, PhD, RN, is an associate professor in nursing. Celeste M. Alfes, DNP, RN, CNE, CHSE-A, FAAN, was a visiting professor; she is also an associate professor and director, Center for Nursing Education, Simulation, & Innovation, Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, Ohio. Loreto Lancia, MSN, RN, is a full professor of nursing and the corresponding author for this article. Contact him at loreto.lancia@univaq.it for more information.
Abstract:
High-fidelity simulation provides nursing students with the opportunity to learn and achieve competence in a safe context. The aim of the study was to assess learning outcomes following multiple exposures to high-fidelity simulation sessions. The sample consisted of 18 graduate students enrolled in a critical care nursing course. A four-hour high-fidelity simulation experience was conducted, with a four-hour retraining one month after. Group performance, self-efficacy, self-confidence, and satisfaction improved after multiple exposures to high-fidelity simulation. High-fidelity simulation is a valid adjunct to nursing education in the short term and may improve learning when offered at multiple time points.
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