Learning Objective #1: State the five major themes that emerged from the focus group in this study

Learning Objective #2: Identify one "next step," impacting nursing educators' integration of high fidelity simulation into their curricula

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Background: Many schools of nursing are making major capital investments in alternative teaching/learning strategies, such as human patient simulators. Little research exists to affirm this new teaching/learning strategy. OHSU School of Nursing embarked on its first term of offering regular weekly simulation experiences in lieu of one clinical day for 48 of its junior students during Winter Term 2004. The students worked in groups of three, rotating the role of primary nurse for weekly scenario experiences. Eight of these students, who were observed in the primary nurse role, participated in a focus group at the end of the term.

Purpose: The purpose of this study was to explore the students' experiences in high fidelity simulation and its impact on their clinical judgment development.

Methods: Accepted focus group procedures and subsequent traditional qualitative methods for data analysis were employed. The focus group proceedings were video-recorded. After multiple viewings, the researcher transcribed and hand-coded the data; five major themes emerged for consideration.

Results: The eight focus group participants offered information centered on five major themes: (1) the strengths and limitations of high fidelity simulation; (2) the paradoxical nature of simulation, that is, the provocation of stupid and anxious feelings associated with increasing awareness; (3) an intense desire for more feedback about their performances; (4) the importance of students' connection with others; (5) general recommendations for better facilitation.

Implications: The focus group participants brought to light some critical issues that may assist nursing educators who are/will be integrating high fidelity simulation into existing nursing curricula. High fidelity simulation seems to encourage the development of learning communities, offering diverse students a forum in which to advance their clinical judgment skills. It also may present challenges to faculty who are more familiar with traditional teaching strategies.