Satisfaction and self-confidence with nursing clinical simulation: Novice learners, medium-fidelity, and community settings

Background: Simulation is fast becoming a normative pedagogy for a portion of clinical time in undergraduate nursing programs in the U.S. Studies have shown positive outcomes in increasing self-confidence and satisfaction with simulation. The questions remain as to which fidelity of simulation best matches which learners, how early can simulation begin with novice students, and in which contexts can simulation be best used for these early learners. This study was undertaken to find out if novice students were able to demonstrate increased satisfaction and self-confidence with medium fidelity simulation in community based roles, as these students have no knowledge of acute care skills at this point in their learning. Objectives: The purpose of this study was to evaluate the use of medium fidelity simulation by measuring self-confidence and satisfaction among novice learners and to demonstrate the feasibility of using community based scenarios in simulation. Method: A quasi-experimental design using 61 undergraduate nursing students at a Midwestern college. Data was collected using three NLN simulation instruments known as the Educational Practices Questionnaire, Self Confidence in Learning Questionnaire, and Simulation Design Scale (Jeffries and Rizzolo, 2006) following a five-week pediatric community-based simulation course. Students were concurrently enrolled in pediatric theory courses and their first acute care clinical course and skills lab while completing this community-based simulation course. Results: The results revealed that students were satisfied and self-confident following their simulation experience. They also reported high levels of satisfaction with the fidelity of the simulation experience. Conclusion: Medium fidelity community based pediatric simulation can be used effectively among novice nursing students. This pedagogy is an effective way to bridge theory instruction with clinical instruction while providing students with necessary community experiences. (C) 2016 Elsevier Ltd. All rights reserved.