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Repisalud author Carrero-Planells, Alba author Pol-Castañeda, Sandra author Alamillos-Guardiola, Maria Candida author Prieto-Alomar, Araceli author Tomas-Sanchez, Marc author Moreno-Mulet, Cristina 2024-09-18T06:42:05Z 2024-09-18T06:42:05Z 2021-09 Carrero-Planells A, Pol-Castaneda S, Alamillos-Guardiola MC, Prieto-Alomar A, Tomas-Sanchez M, Moreno-Mulet C. Students and teachers' satisfaction and perspectives on high-fidelity simulation for learning fundamental nursing procedures: A mixed-method study. Nurse Educ Today. 2021 Sep;104:104981. 0260-6917 https://hdl.handle.net/20.500.13003/19834 https://hdl.handle.net/20.500.12105/23161 34062333 10.1016/j.nedt.2021.104981 1532-2793 Nurse Education Today 2-s2.0-85106860179 678377800007 L635226976 Background: High-fidelity clinical simulation enables skills to be acquired safely and securely by bridging the gap between theory and clinical practice. This method has traditionally been used to address complex clinical scenarios. Students often report high levels of satisfaction and self-confidence, as this method allows them to put techniques and procedures into practice in a safe environment. Most studies assess simulation solely from the students' perspective, disregarding the opinions of teaching staff. Objectives: To assess the implementation of high-fidelity simulation as a teaching tool for fundamental nursing procedures from the perspectives of students and teachers. Design: A two-phase mixed-methods study. Setting: A simulation centre environment at the University of the Balearic Islands (Spain) during the 2018 academic year. Participants: Second-year nursing students and staff teaching practical classes on basic patient assessment and monitoring of vital signs. Methods: Satisfaction with clinical experience simulation scale, including an open-ended question for students, was used. A focus group session was also held with teachers. Results: A total of 91 students completed the scale, yielding an overall satisfaction score of 9.3 out of 10. The practical dimension attained the highest scores. Motivation to attend class was the lowest-rated aspect of this dimension, although students' expectations and satisfaction increased during the class. In the open-ended question and the debriefing session, students described the simulation as a playful learning method allowing them to put their theoretical knowledge into practice and helping them to manage their fears before coming into contact with real care settings. In the focus group session, teachers analysed their own experiences and described how they perceived students' satisfaction and practical skills. Conclusions: High-fidelity simulation produces good academic outcomes and is highly satisfying for students and teachers. eng Simulation Nursing education Satisfaction High-fidelity simulator Teaching methods Fundamental procedures Students and teachers' satisfaction and perspectives on high-fidelity simulation for learning fundamental nursing procedures: A mixed-method study research article