BMC Nurs. 2025 Apr 24;24(1):457. doi: 10.1186/s12912-025-03077-x.
ABSTRACT
BACKGROUND: Literature confirms the tangible educational benefits of participating in high-fidelity simulation exercises. However, the final assessment of such sessions is always a combination of the teacher’s actions, the project, the technical infrastructure, and the student. The aim of this study was to evaluate and conduct a comparative analysis of high-fidelity simulation sessions regarding applied educational practices, satisfaction levels, and self-confidence among nursing students at a university located in a major academic center in southern Poland.
METHODS: This cross-sectional study was conducted in May and June during the 2021/2022, 2022/2023, and 2023/2024 academic years on a group of 422 first-year undergraduate nursing students. Data from 412 students who participated in high-fidelity simulation sessions were analyzed. The study employed a custom questionnaire, the Educational Practice Questionnaire (EPQ), and the Student Satisfaction and Self-Confidence in Learning Scale (SSCL). The study used Spearman’s correlation coefficient, Kruskal-Wallis test, Dunn’s post-hoc analysis and multivariate linear regression. A significance level of p < 0.05 was adopted.
RESULTS: The students rated the attractiveness of the sessions, the development of competencies, and the conducted debriefing relatively highly (average score above 4). Statistically significant differences were found between academic years in the assessment of social competencies acquired (p = 0.008) and the evaluation of debriefing elements as a summary method (p = 0.009). Students indicated that collaboration (M = 4.81; SD = 0.44) was present in the proposed educational method and considered it the most valuable aspect (M = 4.59; SD = 0.66). A positive correlation (r > 0) was noted between the development of knowledge (r = 0.389, p < 0.001), practical skills (r = 0.44, p < 0.001), and social skills (r = 0.401, p < 0.001) and satisfaction. There was also a positive correlation (r > 0) between the applied techniques during simulation and the level of self-confidence in the learning process (p < 0.05). The applied multiple regression models identified the aspects of the sessions that had a direct and unimpeded impact on nursing students’ sense of satisfaction and self-confidence. These aspects included, among others, active learning and diverse learning methods.
CONCLUSIONS: This study confirmed the justification for organizing high-fidelity simulation sessions for nursing students due to the overall benefits for the student (in terms of satisfaction and increased self-confidence), the institution (student satisfaction with the university’s educational offerings), and the profession (high perception of increased nursing competencies).
PMID:40275323 | DOI:10.1186/s12912-025-03077-x
