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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.

Nursing Education Perspectives

|April 4, 2021

Summary

This summary is machine-generated.

Multiple exposures to high-fidelity simulation significantly improved nursing students' performance, self-efficacy, and confidence. This method enhances learning in critical care nursing education over time.

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Area of Science:

Nursing Education
Medical Simulation

Background:

High-fidelity simulation offers a safe environment for nursing students to develop critical skills.
Assessing the impact of repeated simulation exposure is crucial for optimizing educational strategies.

Purpose of the Study:

To evaluate learning outcomes in graduate nursing students after multiple high-fidelity simulation sessions.
To determine the effectiveness of repeated simulation training on critical care nursing competence.

Main Methods:

A cohort of 18 graduate nursing students participated in the study.
Students underwent an initial four-hour high-fidelity simulation, followed by a four-hour retraining session one month later.

Main Results:

Significant improvements were observed in group performance, self-efficacy, self-confidence, and satisfaction.
Multiple exposures to high-fidelity simulation positively impacted learning outcomes.

Conclusions:

High-fidelity simulation serves as a valuable adjunct in nursing education.
Repeated simulation sessions at multiple time points can enhance learning and skill acquisition in the short term.