Comparative study between high-fidelity simulation and medium-fidelity simulation in decision-making of nursing...

Area of Science:

• Medical Education
• Nursing Simulation
• Emergency Medicine

Background:

• Effective decision-making is crucial for nursing students in basic life support scenarios.
• Traditional training methods may not fully prepare students for complex clinical situations.
• Clinical simulation offers a controlled environment to practice and refine critical skills.

Purpose of the Study:

• To compare the decision-making abilities of nursing students before and after basic life support (BLS) theoretical training.
• To evaluate the impact of high-fidelity and medium-fidelity simulation on student decision-making.
• To assess nursing students' knowledge and decision-making at three distinct time points: pre-simulation, post-simulation, and post-clinical teaching.

Main Methods:

• An experimental, pre- and post-test study design was employed.
• Participants underwent theoretical BLS training followed by clinical simulation practices.
• Quantitative, descriptive, and inferential analyses were used to evaluate knowledge and decision-making.

Main Results:

• Fifty-one nursing students participated, with a mean age of 20.25 years; 92.2% were female.
• Statistically significant differences were observed in problem definition and objective development within the experimental group (F=6.47; p=0.039).
• Students demonstrated adequate knowledge and effective decision-making processes during BLS simulation scenarios.

Conclusions:

• Clinical simulation effectively promotes enhanced decision-making skills among nursing students.
• Students possess adequate knowledge regarding basic life support principles.
• The integration of clinical simulation, particularly high-fidelity, is a valuable pedagogical tool for BLS training in nursing education.