Abstract
Background: Simulation is considered an effective strategy for educating nursing students and practicing nurses in several clinical settings. We can therefore define the simulation as a technique to replace or report real cases with guided experiences that replicate fundamental aspects of the welfare practice in an interactive way. The aim of this study is to determine which of the different types of high-fidelity simulation is most effective as a teaching method for nurse students. Research design: A integrative review of the literature was undertaken following the framework of Whittemore and Knafl (2005); an electronic search of literature was conducted using 3 databases (CINAHL, SCOPUS and MEDLINE). This final screening yielded 18 articles, after the exclusion of articles consisting of only abstracts, review articles, and articles not relevant to the topic. Discussion: The integrative review in high-fidelity simulation type show that knowledge achieved via simulation is remembered for a longer time respect to knowledge achieved via lecture. After analyzing the data, 3 main themes were identified. Conclusion: Engaging in a realistic situation, as any type of high-fidelity simulation, provides the context for nursing students, who are often concrete thinkers, to expand their clinical reasoning and “sense of salience”. Application of knowledge is essential to insure safe, effective practice in today’s challenging healthcare setting.
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Farina, I., Paterniani, A., Galeoto, G., Sorrentino, M., Marucci, A., Sansoni, J. (2020). High-Fidelity Simulation Type Technique Efficient for Learning Nursing Disciplines in the Courses of Study: An Integrative Review. In: Popescu, E., Belén Gil, A., Lancia, L., Simona Sica, L., Mavroudi, A. (eds) Methodologies and Intelligent Systems for Technology Enhanced Learning, 9th International Conference, Workshops. MIS4TEL 2019. Advances in Intelligent Systems and Computing, vol 1008 . Springer, Cham. https://doi.org/10.1007/978-3-030-23884-1_10
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