Chabrera Carolina, Curell Laura, Rodríguez-Higueras Encarnación
Tecnocampus, Universitat Pompeu Fabra, Research Group in Attention to Chronicity and Innovation in Health (GRACIS), Av. d'Ernest Lluch, 32, Mataró, Barcelona 08302, Spain.
Nursing Department. Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Josep Trueta s/n, Sant Cugat del Vallès, Barcelona 08195, Spain.
Nurse Educ Pract. 2025 Jan;82:104206. doi: 10.1016/j.nepr.2024.104206. Epub 2024 Nov 23.
This study evaluates the impact of high-fidelity simulation on the acquisition and retention of competencies in nursing students.
High-fidelity simulation provides a realistic and risk-free environment allowing students to practice, which potentially enhances the acquisition and retention of required competencies.
A blinded, randomised clinical trial with three arms was conducted with a pretest and a follow-up at 6 months (post-test 1) and 12 months (post-test 2).
This study was conducted with 105 s-year nursing students, divided into three groups: control (6 low-fidelity simulations), intervention 1 (3 high-fidelity and 3 low-fidelity) and intervention 2 (6 high-fidelity simulations). Competencies were assessed using the Objective Structured Clinical Examination at baseline, 6 and 12 months. Student satisfaction was measured with the Simulated Clinical Experiences Scale.
Initial competency scores were similar across groups. At 6 months, both intervention groups showed significant improvements in critical thinking (6.2 and 6.0, p < 0.05), clinical skills (6.8 and 6.6, p < 0.05), communication (8.0 and 8.3, p < 0.05) and ethics (7.6 and 7.5, p < 0.05) compared with the control group. Intervention group 1 demonstrated better competency retention at 12 months. Overall satisfaction with highfidelity simulation was high (9.13/10), with particular praise for the practical dimension (8.95/10), realism (8.02/10) and the cognitive dimension (9.43/10).
High-fidelity simulation has the potential to enhance nursing competencies effectively. This approach supports long-term skill retention, highlighting the importance of a well-structured curriculum that integrates different simulation levels for optimal student preparation for clinical practice.
本研究评估高保真模拟对护生能力获得和保持的影响。
高保真模拟提供了一个逼真且无风险的环境，使学生能够进行练习，这有可能增强所需能力的获得和保持。
进行了一项三臂盲法随机临床试验，在6个月（后测1）和12个月（后测2）时进行了预测试和随访。
本研究对105名5年级护生进行，分为三组：对照组（6次低保真模拟）、干预组1（3次高保真和3次低保真）和干预组2（6次高保真模拟）。在基线、6个月和12个月时使用客观结构化临床考试评估能力。用模拟临床经验量表测量学生满意度。
各组初始能力得分相似。在6个月时，与对照组相比，两个干预组在批判性思维（6.2和6.0，p<0.05）、临床技能（6.8和6.6，p<0.05）、沟通（8.0和8.3，p<0.05）和伦理（7.6和7.5，p<0.05）方面均有显著改善。干预组1在12个月时表现出更好的能力保持。对高保真模拟的总体满意度较高（9.13/10），对实践维度（8.95/10）、逼真度（8.02/10）和认知维度（9.43/10）尤其称赞。
高保真模拟有潜力有效提高护理能力。这种方法支持长期技能保持，凸显了精心构建课程的重要性，该课程整合不同模拟水平，以便为学生临床实践做好最佳准备。
