NCT05111327

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

Skill Learning Abilities and Students' Self-confidence in Learning in High-fidelity Simulation: A Mixed Method

• Status: Unknown
• Phase: N/A
• Study type: Interventional
• Enrollment: 100 (estimated)
• Sponsor: Tung Wah College · Academic / Other
• Sex: All
• Age: 18 Years
• Healthy volunteers: Accepted

Summary

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.

Detailed 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.

Conditions

• Problem-solving
• Clinical Reasoning
• Satisfaction

Interventions

Type	Name	Description
OTHER	Structured guideline	Students in the intervention group will receive more learning materials before study. The structured guideline will be used to facilitate students' learning in simulation by the facilitator.

Timeline

• Start date: 2021-11-01
• Primary completion: 2022-06-30
• Completion: 2023-03-31
• First posted: 2021-11-08
• Last updated: 2022-03-08

Locations

1 site across 1 country: Hong Kong