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Exploring Nursing Students Perception on High-fidelity Practices: A Phenomenological Study

Received: 25 July 2019     Accepted: 20 August 2019     Published: 4 September 2019
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Abstract

High-fidelity simulation (HFS) is an instructive/learning technique progressively utilized by nursing schools, where students experience mimicked clinical encounters creating specialized and non-specialized abilities. The goal of this trial is to understand the perceptions of students of the bachelor’s degree in Nursing with respect to their cooperation in reproduced clinical encounters with HFS. A qualitative investigation of phenomenological approach was undertaken as a design of this study. A convenient sample of 8 undergraduate nursing students involved in the investigation were interviewed. Later, a fundamental structure of the nurses’ perception was developed which reflected the real clinical situations and other scenarios on exposure to HFS. The result of the study founded that the students were able to develop confidence based on segments such as enjoying the HFS settings, association with peers in the simulation, and skill development. The students appear to be happy with their experience of HFS. Negative perception is poisonous in any learning process. It may result from a factor beyond the control of the student such as shortage of equipment and cost. Lack of opportunity will undermine the senses of reality, experience, and chance to put their skills in practice. Moreover, the effects of such negative perception would make students frustrated and unable to learn from their errors. The study recognized a distinctive impression of students after encountering reasonable situations in a controlled domain, its significance to the foundation of relations and common development and its importance for their future as students and future experts.

Published in Clinical Medicine Research (Volume 8, Issue 4)
DOI 10.11648/j.cmr.20190804.11
Page(s) 69-76
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

High-fidelity Simulation, Simulation, Nursing Students, Students Simulation

References
[1] Aebersold, M., & Tschannen, D. (2013) "Simulation in Nursing Practice: The Impact on Patient Care" OJIN, 18 (2), Manuscript 6.
[2] Wotton, K., Davis, J., Button, D., & Kelton, M. (2010). Third-year undergraduate nursing students' perceptions of high-fidelity simulation. J Nurs Educ, 49 (11), 632-9.
[3] Reid-Searl, K., Happell, B., Vieth, L., & Eaton, A. (2012). High fidelity patient silicone simulation: a qualitative evaluation of nursing students' experiences. Collegian, 19 (2), 77-83.
[4] Au, M. L., Lo, M. S., Cheong, W., Wang, S. C., & Van, I. K. (2015). Nursing students' perception of high-fidelity simulation activity instead of clinical placement: A qualitative study. Nurse Educ Today, 39, 16-21.
[5] Haraldseid, C., Friberg, F., & Aase, K. (2015). Nursing students' perceptions of factors influencing their learning environment in a clinical skills laboratory: A qualitative study. Nurse Educ Today, 35 (9), e1-6.
[6] Ha, E. H. (2016). Undergraduate nursing students' subjective attitudes to curriculum for Simulation-based objective structured clinical examination. Nurse Educ Today, 36, 11-7.
[7] Baptista, R. C., Paiva, L. A., Gonçalves, R. F., Oliveira, L. M., Pereira, M. F., & Martins, J. C. (2016). Satisfaction and gains perceived by nursing students with medium and high-fidelity simulation: A randomized controlled trial. Nurse Educ Today, 46, 127-132.
[8] Manchak et al (2014) Manchak, S. M., Skeem, J. L., Kennealy, P. J., & Louden, J. E. (2014) High-fidelity specialty mental health probation improves officer practices, treatment access, and rule compliance. Law Hum Behav, 38 (5), 450-61.
[9] Littlewood, K. E. (2011). High fidelity simulation as a research tool. Best Pract Res Clin Anaesthesiol, 25 (4), 473-87.
[10] Garrett, B. M., MacPhee, M., & Jackson, C. (2011). Implementing high-fidelity simulation in Canada: reflections on 3 years of practice. Nurse Educ Today, 31 (7), 671-6.
[11] Breymier, T., & Rutherford-Hemming, T. (2017). Use of High-Fidelity Simulation to Increase Knowledge and Skills in Caring for Patients Receiving Blood Products. Crit Care Nurs Clin North Am, 29 (3), 369-375.
[12] Crossman, A. (2017). An Overview of Qualitative Research Methods. Retrieved from https://www.thoughtco.com/qualitative-research-methods-3026555.
[13] NVIVO. (n. d.). Retrieved from https://goodmenproject.com/featured-content/eight-reasons-men-need-to-deal-with-female-rejection-better-hesaid/.
[14] Anderson, R. (1997). Retrieved from http://rosemarieanderson.com/wp-content/uploads/2014/08/ThematicContentAnalysis.pdf.
Cite This Article
  • APA Style

    Fatma Baddar, Norah Abdulrahman, Huda Mhawish, Olfat Atia Salem. (2019). Exploring Nursing Students Perception on High-fidelity Practices: A Phenomenological Study. Clinical Medicine Research, 8(4), 69-76. https://doi.org/10.11648/j.cmr.20190804.11

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    ACS Style

    Fatma Baddar; Norah Abdulrahman; Huda Mhawish; Olfat Atia Salem. Exploring Nursing Students Perception on High-fidelity Practices: A Phenomenological Study. Clin. Med. Res. 2019, 8(4), 69-76. doi: 10.11648/j.cmr.20190804.11

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    AMA Style

    Fatma Baddar, Norah Abdulrahman, Huda Mhawish, Olfat Atia Salem. Exploring Nursing Students Perception on High-fidelity Practices: A Phenomenological Study. Clin Med Res. 2019;8(4):69-76. doi: 10.11648/j.cmr.20190804.11

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  • @article{10.11648/j.cmr.20190804.11,
      author = {Fatma Baddar and Norah Abdulrahman and Huda Mhawish and Olfat Atia Salem},
      title = {Exploring Nursing Students Perception on High-fidelity Practices: A Phenomenological Study},
      journal = {Clinical Medicine Research},
      volume = {8},
      number = {4},
      pages = {69-76},
      doi = {10.11648/j.cmr.20190804.11},
      url = {https://doi.org/10.11648/j.cmr.20190804.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.cmr.20190804.11},
      abstract = {High-fidelity simulation (HFS) is an instructive/learning technique progressively utilized by nursing schools, where students experience mimicked clinical encounters creating specialized and non-specialized abilities. The goal of this trial is to understand the perceptions of students of the bachelor’s degree in Nursing with respect to their cooperation in reproduced clinical encounters with HFS. A qualitative investigation of phenomenological approach was undertaken as a design of this study. A convenient sample of 8 undergraduate nursing students involved in the investigation were interviewed. Later, a fundamental structure of the nurses’ perception was developed which reflected the real clinical situations and other scenarios on exposure to HFS. The result of the study founded that the students were able to develop confidence based on segments such as enjoying the HFS settings, association with peers in the simulation, and skill development. The students appear to be happy with their experience of HFS. Negative perception is poisonous in any learning process. It may result from a factor beyond the control of the student such as shortage of equipment and cost. Lack of opportunity will undermine the senses of reality, experience, and chance to put their skills in practice. Moreover, the effects of such negative perception would make students frustrated and unable to learn from their errors. The study recognized a distinctive impression of students after encountering reasonable situations in a controlled domain, its significance to the foundation of relations and common development and its importance for their future as students and future experts.},
     year = {2019}
    }
    

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  • TY  - JOUR
    T1  - Exploring Nursing Students Perception on High-fidelity Practices: A Phenomenological Study
    AU  - Fatma Baddar
    AU  - Norah Abdulrahman
    AU  - Huda Mhawish
    AU  - Olfat Atia Salem
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    DO  - 10.11648/j.cmr.20190804.11
    T2  - Clinical Medicine Research
    JF  - Clinical Medicine Research
    JO  - Clinical Medicine Research
    SP  - 69
    EP  - 76
    PB  - Science Publishing Group
    SN  - 2326-9057
    UR  - https://doi.org/10.11648/j.cmr.20190804.11
    AB  - High-fidelity simulation (HFS) is an instructive/learning technique progressively utilized by nursing schools, where students experience mimicked clinical encounters creating specialized and non-specialized abilities. The goal of this trial is to understand the perceptions of students of the bachelor’s degree in Nursing with respect to their cooperation in reproduced clinical encounters with HFS. A qualitative investigation of phenomenological approach was undertaken as a design of this study. A convenient sample of 8 undergraduate nursing students involved in the investigation were interviewed. Later, a fundamental structure of the nurses’ perception was developed which reflected the real clinical situations and other scenarios on exposure to HFS. The result of the study founded that the students were able to develop confidence based on segments such as enjoying the HFS settings, association with peers in the simulation, and skill development. The students appear to be happy with their experience of HFS. Negative perception is poisonous in any learning process. It may result from a factor beyond the control of the student such as shortage of equipment and cost. Lack of opportunity will undermine the senses of reality, experience, and chance to put their skills in practice. Moreover, the effects of such negative perception would make students frustrated and unable to learn from their errors. The study recognized a distinctive impression of students after encountering reasonable situations in a controlled domain, its significance to the foundation of relations and common development and its importance for their future as students and future experts.
    VL  - 8
    IS  - 4
    ER  - 

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Author Information
  • Department of nursing administration and education, College of Nursing, King Saud University, Riyadh, Kingdom of Saudi Arabia

  • Department of Nursing Administration and Education, College of Faculty of Applied Medical Sciences in Dawadmi, Shaqra University, Riyadh, Kingdom of Saudi Arabia

  • Administrative Nurse Manager, Critical Care Department, King Saud Medical City, Riyadh, Saudi Arabia

  • Department of nursing administration and education, College of Nursing, King Saud University, Riyadh, Kingdom of Saudi Arabia

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