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Learning Objective 1: It will enhance educators' understanding of high-fidelity simulation as an educational tool.
Learning Objective 2: It will contribute to knowledge development of simulation in nursing education.
Methods: A descriptive study was conducted with purposive sampling. 85 baccalaureate nursing students who completed the 36-hour simulation using a human patient simulator were voluntary involved. The Simulation evaluation scale and Student Satisfaction with Learning were used.
Results: Students had positive feelings about simulation design (item mean 4.08, S.D. 0.35, range 3.36 ~ 4.93), especially in transferability (item mean 4.19, S.D.0.42, range 3.00~5.00), arrangement (item mean 4.14, S.D. 0.49, range 3.00~5.00) and realism (item mean 3.84, S.D. 0.42, range 3.00~5.00). They consider simulation is useful for their future work and the knowledge they gained from this simulation could be used in nursing care. Students were satisfied with the simulation experiences (mean score 4.14, S.D. 0.60, range 3.00 ~ 5.00). They were most satisfied with tutor’s guide and enjoyed how their teachers taught the simulation (item 3 mean score 4.14, S.D. 0.64, range 2.00 ~ 5.00) and considered the teaching methods used in this simulation were helpful and effective (item 1 mean score 4.11, S.D. 0.58, range 2.00 ~ 5.00). Additionally, there were significantly positive correlations between simulation design and student satisfaction (r=0.408, P<0.01). It means that better simulation design was associated with the higher satisfaction with learning.
Conclusions: Making the clear learning objectives, guided reflection and interactive learning through simulation as realistic as possible could be key strategies for improving satisfaction and autonomy to learn critical aspects of clinical nursing skills.
Acknowledgment: Macao Polytechnic Institute (code RP/ESS-01/2012)