Other Titles
Undergraduate student nurses’ perception of high-fidelity simulation-based learning on critically-ill patients [Title Slide]
Abstract
Background and Objective. Replicating critical care practice settings in high-fidelity simulation (HFS) provides more learning opportunities to develop competencies, improve self-confidence, and learner satisfaction in a safe environment. Simulation is increasingly adopted globally as an alternative teaching strategy. Yet, data on the HFS experience of Filipino undergraduate nursing students is limited. This study describes the satisfaction, self-confidence, and perception of undergraduate nursing students on the use of HFS-based learning on critically-ill adult and pediatric patients requiring advanced life support (ALS).
Methods. A quantitative, descriptive, correlational study was conducted using purposive sampling on all fourth-year BS Nursing students enrolled in Critical Care Nursing course in a state university. Data were collected through an online survey on demographic data, and the students’ perceptions towards high-fidelity simulation-based learning (SBL) using three tools, namely: Simulation Design Scale, Educational Practices Questionnaire, and Student Satisfaction and Self-confidence in Learning. T-test and ANOVA were used to compare the means of the variables. Bivariate analysis (Pearson’s product-moment correlation) was performed to find the relationship between variables.
Results. A total of 86 students participated in the survey. Overall, the students were highly satisfied with the simulation experience (4.46 out of 5.0, SD=0.47), and had high ratings of self-confidence in SBL (4.44 out of 5.0, SD=0.42). Overall satisfaction level was positively related to student’s perception on simulation design (r=0.61, p<0.01) and educational practices (r=0.59, p<0.01). Similarly, the students’ overall self-confidence with SBL was also positively correlated with their perceptions on the simulation design (r=0.32, p<0.01), and educational practices (r=0.34, p<0.01).
Conclusion: Effective use of technology through HFS-based learning is useful in increasing satisfaction and confidence of Filipino undergraduate nursing students in caring for critically-ill patients needing ALS. Educators must highly consider all parameters of simulation design and educational practices in planning and implementing HFS-based learning to achieve meaningful learner experience.
Sigma Membership
Alpha Alpha Phi
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Quantitative Research
Keywords:
Simulation, Undergraduate Nursing Students, Confidence Levels, Competence
Recommended Citation
Gaspar, Aldin Domaoan and Banayat, Aprille, "Student Nurses' Perceptions of High-Fidelity Simulation-Based Learning on Critically-Ill Patients" (2025). International Nursing Research Congress (INRC). 164.
https://www.sigmarepository.org/inrc/2025/presentations_2025/164
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Student Nurses' Perceptions of High-Fidelity Simulation-Based Learning on Critically-Ill Patients
Seattle, Washington, USA
Background and Objective. Replicating critical care practice settings in high-fidelity simulation (HFS) provides more learning opportunities to develop competencies, improve self-confidence, and learner satisfaction in a safe environment. Simulation is increasingly adopted globally as an alternative teaching strategy. Yet, data on the HFS experience of Filipino undergraduate nursing students is limited. This study describes the satisfaction, self-confidence, and perception of undergraduate nursing students on the use of HFS-based learning on critically-ill adult and pediatric patients requiring advanced life support (ALS).
Methods. A quantitative, descriptive, correlational study was conducted using purposive sampling on all fourth-year BS Nursing students enrolled in Critical Care Nursing course in a state university. Data were collected through an online survey on demographic data, and the students’ perceptions towards high-fidelity simulation-based learning (SBL) using three tools, namely: Simulation Design Scale, Educational Practices Questionnaire, and Student Satisfaction and Self-confidence in Learning. T-test and ANOVA were used to compare the means of the variables. Bivariate analysis (Pearson’s product-moment correlation) was performed to find the relationship between variables.
Results. A total of 86 students participated in the survey. Overall, the students were highly satisfied with the simulation experience (4.46 out of 5.0, SD=0.47), and had high ratings of self-confidence in SBL (4.44 out of 5.0, SD=0.42). Overall satisfaction level was positively related to student’s perception on simulation design (r=0.61, p<0.01) and educational practices (r=0.59, p<0.01). Similarly, the students’ overall self-confidence with SBL was also positively correlated with their perceptions on the simulation design (r=0.32, p<0.01), and educational practices (r=0.34, p<0.01).
Conclusion: Effective use of technology through HFS-based learning is useful in increasing satisfaction and confidence of Filipino undergraduate nursing students in caring for critically-ill patients needing ALS. Educators must highly consider all parameters of simulation design and educational practices in planning and implementing HFS-based learning to achieve meaningful learner experience.
Description
This study investigated Filipino undergraduate nursing students' satisfaction, self-confidence, and perception of high-fidelity simulation (HFS). After surveying 86 fourth-year BSN students who participated in HFS-based learning on critically ill patients, the results showed that they were highly satisfied with the simulation experience. Their positive perceptions of the simulation design and practices correlated with increased satisfaction and self-confidence.