BSN, RN, Nursing Manager, Gynaecology and Obstetrics Division, the Affiliated Hospital of Putian University, Putian, People's Republic of China.
PhD, RN, Associated Professor, School of Nursing, Fujian Medical University, Fuzhou, People's Republic of China.
J Nurs Res. 2020 Dec 16;29(2):e141. doi: 10.1097/JNR.0000000000000418.
High-fidelity simulation (HFS) is an interactive and complex experiential learning pedagogy. Given the limited and inconclusive evidence on the effectiveness of HFS in terms of improving student learning outcomes, a more thorough understanding of students' learning experiences and effects of HFS may inform the improvement of nursing training.
The aim of this study was to examine the learning effectiveness score of HFS, its influencing factors, and the learning experience of nursing students.
A convergent parallel mixed-methods research design was adopted. Five hundred thirty-three third-year undergraduate nursing students completed the Simulation Learning Effectiveness Inventory. Semistructured interviews were used to elicit the opinions of 22 participants regarding their participation in the HFS experience.
The quantitative findings showed a moderately high learning effectiveness of HFS among Chinese undergraduate nursing students (121.81 ± 14.93). The learning effectiveness for equipment resources (15.02 ± 2.38), course arrangement (11.18 ± 1.73), and confidence (18.56 ± 3.67) was relatively low. Extroversion and mixed personality (β = 0.14 and 0.10) and "dislike" or "general like" of the course (β = -0.45 and -0.33) were found to influence learning effectiveness (F = 54.79, p < .001, adjusted R2 = .29). In addition, the qualitative findings indicated that the participants felt positively regarding the "debriefing," "clinical abilities," and "problem solving" dimensions of the training.
CONCLUSIONS/IMPLICATIONS FOR PRACTICE: The focus of the education process and curriculum design of HFS activities should be on improving course arrangement, equipment resources, and students' confidence while paying attention to nursing students' personality traits and course preferences.
高保真模拟（HFS）是一种互动式、复杂的体验式学习教学法。鉴于 HFS 在提高学生学习成果方面的效果有限且尚无定论的证据，更深入地了解学生的学习体验和 HFS 的效果可能有助于改进护理培训。
本研究旨在检验 HFS 的学习效果评分、其影响因素以及护理学生的学习体验。
采用汇聚平行混合方法设计。533 名三年级本科护理学生完成了《模拟学习效果量表》。采用半结构化访谈，从参与 HFS 体验的 22 名参与者那里获取意见。
定量研究结果表明，中国本科护理学生的 HFS 学习效果中等偏高（121.81±14.93）。设备资源（15.02±2.38）、课程安排（11.18±1.73）和信心（18.56±3.67）的学习效果相对较低。外向型和混合人格（β=0.14 和 0.10）以及对课程的“不喜欢”或“一般喜欢”（β=-0.45 和-0.33）被发现会影响学习效果（F=54.79，p<.001，调整后的 R2=0.29）。此外，定性研究结果表明，参与者对培训的“讨论”、“临床能力”和“解决问题”维度持积极态度。
结论/对实践的启示：HFS 活动的教育过程和课程设计重点应放在提高课程安排、设备资源和学生的信心上，同时关注护理学生的人格特质和课程偏好。
