Nursing Students\u27 Experiences Using High-Fidelity Cardiovascular Simulation: a Descriptive Study

In recent years high-fidelity simulation in nursing has become an increasingly popular education tool (Sanford, 2010). Many nursing programs throughout the United States and abroad have incorporated simulation into their nursing program curricula. In 2003, the National League of Nurses (NLN) endorsed the use of simulation in order to prepare students for critical thinking, self-reflection and the complex clinical environment (Jeffries, 2007). Simulation was defined as the creation of an event, situation or environment that closely mirrors what one would encounter in the \u27“real world (Cioffi, 2001; Rauen, 2001). Simulations were designed to motivate students to actively participate in the learning process by constructing knowledge, exploring assumptions and developing psychomotor skills in a safe environment (Tomey, 2003). High Fidelity Human Simulation (HFHS) was an experiential action assessment method using a lifelike computerized mannequin that can be programmed to respond to realworld inputs (Fero et al., 2010). Commonly identified benefits of simulation include improved skill performance, teamwork, effective communication, and the opportunity to observe the consequences of incorrect decisions as well as the achievement of competencies and the effects of medication administration (Todd, Manz, Hawkins, Parsons, & Hercinger, 2008). Another identified outcome of simulation was self-confidence building for the nursing student. Simulation experiences were effective in increasing students\u27¸ self-efficacy in their ability to perform clinical skills (Bambini, Washburn, & Perkins, 2009). The level of selfefficacy was dependent on student performance during the simulation scenario. The goal for simulation in relation to self-efficacy was to improve student confidence when transferring learning to nursing practice