EVEN THOUGH IT ISN’T A REAL PERSON, YOU HAVE TO TREAT IT LIKE IT IS: PERCEPTIONS OF HIGH-FIDELITY SIMULATION   Ashlee Fay Fettig, MSN, RN Co-Author: Dr. Julie Klein

PROBLEM STATEMENT Innovative teaching strategy Substantial investment Student-centered approach Substantial investment Little research conducted to assess perceptions of graduate nurses regarding the influence of high-fidelity simulation

RESEACH PURPOSE Obtain perceptions of BSN graduate nurses regarding the influence of high-fidelity simulation experiences on their preparedness to enter clinical practice Guide curricula planning for baccalaureate nursing programs Assess teaching methodology

RESEARCH QUESTION What were the perceptions of baccalaureate prepared nurses who graduated within the last two years, and had less than two years of experience as registered nurses, regarding the influence of high-fidelity simulation on their preparedness to enter clinical practice?

Organizing Framework Bandura’s Social Cognitive Theory of Self Efficacy Persons’ beliefs about their capabilities to perform at a certain level that has been influenced by events that have affected their lives (Bandura, 1994)

THEMATIC REVIEW OF LITERATURE Clinical Replacement/Supplementation Student Satisfaction Clinical Application and Preparedness A Non-traditional/Interactive Teaching Method Self-Efficacy Learning, Critical Thinking and Decision Making

DESIGN AND METHODOLOGY Qualitative Research Interpretive Phenomenology Purposive Sampling Eligibility Criteria RN with BSN degree obtained within two years Worked in acute care setting less than two years

PROTECTION OF HUMAN SUBJECTS NIH certification IRB approval from the University of Mary Informed consents obtained Confidentiality maintained   The protection of human subjects was ensured by obtaining permission from the IRB committee at the University of Mary. All protocols were followed

DATA COLLECTION Semi-structured interviews Audio recorded Open ended questions Experiences with high-fidelity simulation during baccalaureate nursing program Perceptions of being prepared to enter clinical practice Effect on knowledge, action and decision making Influences that high-fidelity simulation had on preparedness Aspects of high-fidelity simulation most and least beneficial Audio recorded Face to face interviews Field notes transcribed

ANALYSIS PROCEDURES Recorded interviews professionally transcribed Thematic analysis

SAMPLE Graduated within two years from BSN program Worked in acute care setting as RNs All female Attended four BSN programs in a Midwestern state  

Categories Safe Environment to Practice Applicability to the Real World Recommendations

SAFE ENVIRONMENT TO PRACTICE Codes: Trial and Error Preparation, debriefing, and feedback Teamwork and communication Critical thinking Theme: High-fidelity simulations in a controlled environment were valuable Participate in situations not generally seen

APPLICABILITY TO REAL WORLD Codes: Improved confidence Prepared to practice The mannequin is not human Theme: Increased confidence to function in varied patient care situations later encountered as RNs

RECOMMENDATIONS Codes: Theme: Better than classroom Not taken seriously Encourage to continue Theme: Beneficial to current practice and recommended nursing students take seriously and not something as extra to do

FINAL ASSERTION High-fidelity simulation viewed as beneficial and perceived the experiences prepared them to enter nursing workforce Allowed them to practice skills never performed before Controlled and safe environment Preferred this type of participatory learning rather than reading textbooks and attending lectures Clinical experiences prepared them best Nursing students should view these experiences as high priority learning opportunities

IMPLICATIONS FOR NURSING More high-fidelity simulation experiences Senior level High-fidelity simulations prior to specialty clinical rotations Assign letter grades Develop/implement best practice policies

RECOMMENDATIONS FOR FURTHER STUDY Larger sample Acute, non-acute, and long term care settings Broader geographic region Baccalaureate program in different states Four years from graduation/experience Quantitative Themes Survey tool  

CONCLUSION Minimal previous research Positive experience Need for developing strategies for high-fidelity simulation to be taken more seriously Significance of this research Improving teaching methods

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