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High‐Fidelity Simulation Effects on CPR Knowledge, Skills, Acquisition, and Retention in Nursing Students
Author(s) -
Aqel Ahmad A.,
Ahmad Muayyad M.
Publication year - 2014
Publication title -
worldviews on evidence‐based nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.052
H-Index - 49
eISSN - 1741-6787
pISSN - 1545-102X
DOI - 10.1111/wvn.12063
Subject(s) - fidelity , cardiopulmonary resuscitation , curriculum , knowledge retention , dreyfus model of skill acquisition , nurse education , high fidelity , knowledge acquisition , economic shortage , medical education , randomized controlled trial , medicine , nursing , computer science , psychology , resuscitation , emergency medicine , engineering , pedagogy , knowledge management , government (linguistics) , telecommunications , linguistics , philosophy , electrical engineering , economics , economic growth
ABSTRACT Background There is a gap in the literature regarding learning outcomes linked to the use of high‐fidelity simulators compared to that of traditional teaching methods. Aim To examine the effect of using high‐fidelity simulators on knowledge and skills acquisition and retention with university students. Methods A randomized two‐arm trial using two different educational approaches on 90 nursing students assigned randomly to two groups was used at two points of time. Findings The results showed significant differences in favor of the participants in the high‐fidelity simulator group on both the acquisition and retention of knowledge and skills over time. However, a significant loss of cardiopulmonary resuscitation knowledge and skills occurred at 3 months after training in both groups. Conclusions The findings of this study may assist educators in integrating high‐fidelity simulators in education and training. In addition, the findings may help nursing educators to arrange additional cardiopulmonary resuscitation training sessions in order to improve cardiac arrested patients’ outcomes. Linking Evidence to Action High‐fidelity simulation (HFS) provides students with interactive learning experiences in a safe controlled environment. HFS enables teachers to implement critical clinical scenarios, such as cardiac arrest, without risk to patients. Integrating the simulation training into nursing curricula will help to overcome the challenges that face many courses, specifically the shortage of clinical areas for training and the increase in numbers of nursing students.