Abstract

Aim This paper evaluates the effectiveness of simulation in critical care nursing among students in a public university. Methods A single quasi-experimental design was used to evaluate the effectiveness of simulation compared to videos and High Fidelity Simulation (HFS). A convenience sample of 100 students in the critical care nursing course was selected in the year 2015-2016. Standardized simulation instruments were used to measure the knowledge, performance, self-satisfaction and self-confidence, educational practices and simulation design among students. ANOVA and t-test was used to analyze the findings. Results 'Active learning', 'Diverse ways of learning' and 'High expectations' were significantly higher for satisfaction and confidence among students in learning using simulation compared to videos'. Support', 'Problem solving' and 'Fidelity was significantly higher with Satisfaction and Importance among students using simulation compared to videos. Conclusion Knowledge, performance, self-satisfaction and confidence improved among critical nursing students exposed to high fidelity simulation.

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