Effectiveness of simulation fidelity levels on theoretical-practical knowledge and gains in drug administration to critically ill patients: A randomized clinical trial.

OBJECTIVE

To compare the effectiveness of high- and low-fidelity simulation, combined with theoretical foundations, in acquiring theoretical and practical knowledge, as well as in self-perceived gains from simulation.

BACKGROUND

The administration of medication to critically ill patients is a complex and high-risk process that requires specialized knowledge and vigilance to prevent medication errors. In response, educational interventions have been widely implemented to enhance patient safety, with simulation-based education emerging as a key strategy.

DESIGN

Randomized clinical trial, based on the CONSORT guidelines for simulation studies.

METHODS

Sixty nursing students were randomly assigned to either the experimental group (high-fidelity simulation) or the control group (low-fidelity simulation). Both groups received theoretical instruction, followed by simulation exercises. The study assessed theoretical knowledge, perceived gains from the simulation, practical performance and the evaluation of the simulation design.

RESULTS

The study found significant improvements in theoretical knowledge and perceived gains in both groups, with the experimental group showing more substantial progress. Interestingly, practical performance was higher in the low-fidelity group. No significant differences were observed in the evaluation of the simulation design between the two groups.

CONCLUSION

Both high- and low-fidelity simulations are effective in nursing education, though their impacts vary. High-fidelity simulations are more effective for enhancing theoretical understanding, while low-fidelity simulations tend to improve immediate practical skills.