Aim: This systematic review aimed to explore peer-reviewed publications on the influence of HFS utilization on students’ anxiety and self-confidence during nursing education. Such study is necessary to determine the extent to which HFS can be used as a teaching tool in nursing education.
Methods: This review included scientific articles conducted from 2007 to 2016 on the influence of using high-fidelity simulation on students’ self – confidence and anxiety. Six electronic databases (Proquest, SCOPUS, MEDLINE, PubMed, CINAHL, and PsychINFO) were utilized for search of literature. Keywords used in this review were: ‘simulation’, ‘anxiety’, ‘confidence’, ‘nursing student’, and ‘high fidelity’. Thirty six (36) articles were selected for this review.
Findings: This review provides updated evidence on the efficacy of high-fidelity simulation in enhancing confidence in students; however, there was an insufficient evidence to support its effectiveness in reducing anxiety. Moreover, this review highlights the need for more research examining the impact of high-fidelity simulation on students’ anxiety. More research should be done utilizing a more robust method of research and reliable assessment methods.
Conclusion: The findings of this review contribute to a growing body of literature regarding high-fidelity simulation. The findings of this review place emphasis on nursing schools to implement high-fidelity simulations across all courses.
Relevance to Nursing Education: The findings from this review place an emphasis on the enhancement of student self-confidence in caring for patients and performing skills when high fidelity simulation is utilized as a teaching modality. Clinical experiences could be enhanced by the reduction in anxiety and the increase in self-confidence prior to assignments for the care of individuals.