ArticleJournal of nursing management2026
The Impact of High-Fidelity Simulation and Curriculum Integration on Nursing Students' Competence and Satisfaction: A Quasiexperimental Study.
Article in Journal of nursing management, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- The Impact of High-Fidelity Simulation and Curriculum Integration on Nursing Students' Competence and Satisfaction: A Quasiexperimental Study.Journal of nursing management · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundCurriculum integration and high-fidelity simulation (HFS) were used separately in nursing education. Little is known about their combined effect on undergraduate nursing students' competence.
aimTo assess the impact of HFS and curriculum integration on nursing students' competence and satisfaction.
methodsA quasiexperimental study design was employed. Using convenience sampling, two groups of undergraduate nursing students were compared in their management of pregnant women undergoing normal vaginal delivery and immediate newborn care. The intervention group (n = 30) received the HFS/curriculum-integrated session, while the control group (n = 30) received the traditional curriculum. The HFS/curriculum-integrated intervention consisted of five three-hour sessions, with six students participating in each session. The intervention was conducted in the simulation laboratory of Fakeeh College for Medical Sciences in December 2023 over one week, and study data were collected two weeks after the completion of the educational intervention. Students' competence was assessed using a structured written examination and an objective structured clinical examination (OSCE), while satisfaction was evaluated using a self-reported questionnaire. Independent t-tests were used to examine differences in competency between the two groups.
resultsStudents who participated in the HFS/curriculum-integrated sessions demonstrated significantly higher performance in both written knowledge examinations and clinical skills assessments compared to the control group. Knowledge scores were higher for management of normal vaginal delivery (86% vs. 46%) and immediate newborn care (80% vs. 54%), and OSCE scores were also significantly greater for vaginal delivery management (81% vs. 50%) and immediate newborn care (95% vs. 56%) (p ≤ 0.05). Students' satisfaction with the integrated session using HFS was high (91% ± 7.6).
conclusionThe use of HFS and curriculum integration significantly enhanced nursing students' competency and satisfaction levels. These findings underscore the value of incorporating HFS and curriculum integration as an effective strategy in nursing education. However, further large-scale and longitudinal studies are warranted to more comprehensively evaluate the long-term impact of HFS and curriculum integration on diverse nursing learning outcomes. IMPLICATION FOR NURSING MANAGEMENT: Nursing management should facilitate the use of HFS and curriculum integration in nursing education, as this approach significantly enhances students' clinical competence while bridging the gap between theory and practice.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.