Effectiveness of High Fidelity Simulation versus Traditional Clinical Teaching Strategies on Undergraduate Nursing Students' Achievement

Abstract

The increasing use of technology in healthcare, higher public and patient expectations have both encouraged the development and use of innovative educational
methods in healthcare education. This study aimed to evaluate the effectiveness of High Fidelity Simulation versus Traditional clinical Teaching Strategies on Undergraduate Nursing Students' Achievement. The study was carried out in Faculty of Nursing, Tanta
University. A purposive sample of 200 students were selected and divided into two equal groups with 100 students in each one. Research hypotheses: H1: The total practice score of High Fidelity Simulation group will be improved more significantly than the traditional one.
H2: satisfaction and self confidence of high fidelity simulation group will be significantly higher than the traditional one. Tools of the study: Three tools were used. Tool I: Students’ structured interview questionnaire. It consisted of two parts: Part A: Students’ sociodemographic data. Part B: Students’ knowledge questionnaire, to assess the 2nd degree
nursing students’ knowledge regarding cardiovascular, respiratory and urinary systems. Tool II: Student's performance observational checklist to assess students’ performances in relation to cardiovascular, respiratory and urinary assessment. Tool III: Students'
satisfaction and self confidence. Results: Total mean score of knowledge among study group II was (10.19±1.796) compared to the study group I (8.41±1.349). Also, the majority (97 %) of study group I had poor practice score compared to only 9 % of study group II. More than two thirds (68 %) of study group 1 had low satisfaction score compared to only 9
% of studied group II. On the other hand, only one fifth (20 %) of studied group I had high level of satisfaction compared to more than half (58 %) of studied group II. Also, more than two third (61.0%) of study group I had low self-confidence score compared to none of study group II. about 44.0% of study group II had high level of self-confidence score compared to only 4.0% of the study group II.
Conclusion: Slight improvement in total knowledge and practice scores were observed among undergraduate students of High Fidelity Simulation compared to the traditional teaching strategy. Also, satisfaction and level of self confidence were statistically improved.
Based on findings of the study it is recommended for nursing educators to emphasize using the most recent and innovative approaches especially simulation teaching strategies especially for clinical areas to mimic the reality of a clinical environment.