ArticleBMC nursing2021
The lived experiences of intensive care nursing students exposed to a new model of high-fidelity simulation training: a phenomenological study.
Article in BMC nursing, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Exploring realism in high-fidelity ambulance simulation: ambulance clinicians' perspectives on correspondence with everyday practice.Advances in simulation (London, England) · 2026Article
- Simulation-based learning in postgraduate critical care and anaesthesia nursing: an interview study from postgraduate nurses' perspectives.BMC nursing · 2025Article
- Analysis of high-fidelity simulation effects and their connection with educational practices in early nursing education.BMC nursing · 2025Article
- Assessing satisfaction in simulation among nursing students: psychometric properties of the Satisfaction with Simulation Experience - Italian Version scale.BMC nursing · 2024Article
- Undergraduate Student Nurses' Satisfaction, Self-confidence, and Perception of High-fidelity Simulation-based Learning on Critically-ill Patients.Acta medica Philippina · 2024Article
- Dose-Response Relationship between High-Fidelity Simulation and Intensive Care Nursing Students' Learning Outcomes: An Italian Multimethod Study.International journal of environmental research and public health · 2022Article
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Authors and funding
9 authors.
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Abstract
backgroundIn postgraduate intensive care nursing courses, high-fidelity simulation is useful to prepare students to guarantee safe and quality care of critically ill patients. Surprisingly, this issue has not attracted sufficient attention in the literature, and it is not clear whether the linear application of the traditional high-fidelity simulation method based on prebriefing, the simulation session and debriefing, can serve as empirical reference in postgraduate students' education. The aim of this study was to investigate the lived experiences of postgraduate students receiving multiple exposures to an innovative high-fidelity simulation design based on Kolb's Experiential Learning Theory.
methodsA phenomenological study was conducted at an Italian University involving a purposive sample of 15 nursing students attending the postgraduate intensive care course. Audio-recorded face-to-face in-depth interviews were held by a researcher in a dedicated room complemented with non-verbal communication outlined in the field notes. Thematic analysis was used to analyse the transcribed data.
resultsThree themes and ten categories were derived from the data analysis. The themes included pragmatic learning experience, the emotional path, and confidence.
conclusionsMultiple exposure to high-fidelity simulation was lived as a pragmatic learning experience enhancing the students' ability to apply theory into practice. This novel approach also contributed to the transition from negative to positive feelings and improved students' confidence about technical and non-technical skills when caring for a critically ill patient.
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