Skills Learning and Self-confidence in Learning in High-fidelity Simulation

Tung Wah College

Status: Unknown

Conditions: Satisfaction; Problem-solving; Clinical Reasoning

Treatments: Other: Structured guideline

Study type: Interventional

Funder types: Other

Identifiers

NCT05111327

REC2021102

Details and patient eligibility

About

High-fidelity simulation (HFS) has become a favorable innovative teaching-learning method to facilitate students' learning in professional development in nursing. During the simulation, a variety of skills can be improved through HFS. This mixed randomized-control and qualitative study aims to examine the effects of the structured HFS guideline on PS, CR and Student Satisfaction and Self-Confidence in Learning in undergraduate nursing students and understand their learning experience in HFS.

Full description

Nurses are facing new challenges of immediate clinical management for safer and higher quality of patient care in the current practice (Levette - Jones et al. 2018). Students are required to have independent learning and higher-intellectual skills, including problem-solving (PS) and clinical reasoning (CR), for pursuing better clinical judgements and decision-making and the most cost-effective practice (Levette - Jones et al. 2018). High-fidelity simulation (HFS) is one of the innovative and effective methods that allow students to apply integrated knowledge and skills in a designed simulated case scenario to develop higher-intellectual skills (Linn et al., 2012) and self-confidence. To allow students to achieve their HFS with enhancement of skill development and self-confidence in learning, a structured guideline is useful. This structured guideline can help course coordinators to maintain consistence in simulation teaching. Therefore, this study aims to understand students' skill development and self- confidence in learning through the HFS.

Enrollment: 100 estimated patients

Sex: All

Ages: 18+ years old

Volunteers: Accepts Healthy Volunteers

Inclusion and exclusion criteria

Inclusion Criteria: Students who

• are undergraduate nursing students
• aged 18 or above

Exclusion Criteria: Students who

• are enrolled in the courses with high-fidelity simulation
• Have had clinical placement

Trial design

Primary purpose: Other

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Double Blind

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100 participants in 2 patient groups

Intervention

Experimental group

Description:

Students in the interventional groups will receive structured simulation guideline

Treatment:

Other: Structured guideline

Control

No Intervention group

Description:

Students in the control groups will receive standard treatment.