Use of High Fidelity Simulation: A Two-Year Training Project Experience for Third Year Students in Nursing Course Degree of Reggio Emilia

  • Daniela MecugniEmail author
  • Giulia Curia
  • Alessandra Pisciotta
  • Giovanna Amaducci
  • Tutors of the Nursing Course Degree
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 804)


Nursing students at the end of their studies are supposed to own skills that allow them, in a short time, to act effectively and safely. Therefore, it is of primary importance that during the training period they have the opportunity, under protected conditions, to practice the management of scenarios realistically representative of the clinical setting.

High-fidelity simulation workshops, aimed to provide adequate skills in the management of vital criticality, represent innovative and exciting learning tools, thanks to teaching method and forefront technology involved. The laboratory activities included allow the students to completely descend in simulated scenarios either by the use of computerized interactive cases and by computerized manikins. In our study both these types of simulation laboratories were proposed to 3rd year Nursing students attending the academic years 2015/2016 and 2016/2017. The survey administered to both groups at the end of the workshop revealed a highly positive feedback towards this innovative teaching approach that allowed the students to understand the correlation between pseudorealistic simulations and theoretical notions learned during lectures.

The experience built through this two-year study allowed us to lay the bases for further studies on this topic.


Simulation High fidelity Baccalaureate nursing education Vital criticality 


  1. 1.
    Jeffries, P.R.: A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nurse Educ. Perspect. 26(2), 96–103 (2005)Google Scholar
  2. 2.
    Cioffi, J.: Clinical simulations: development and validation. Nurse Educ. Today 21, 477–486 (2001)CrossRefGoogle Scholar
  3. 3.
    Tosterud, R., Hedelin, B., Hall-Lord, M.L.: Nursing students’ perceptions of high- and low-fidelity simulation used as learning methods. Nurse Educ. Pract. 13(4), 262–270 (2013)CrossRefGoogle Scholar
  4. 4.
    Sponton, A., Iadeluca, A.: La simulazione nell’infermieristica. Metodologie, tecniche e strategie per la didattica. 1st edn. Casa Editrice Ambrosiana, Milano (2014)Google Scholar
  5. 5.
    Petrucci, C., La Cerra, C., Caponnetto, V., Franconi, I., Gaxhja, E., Rubbi, I., Lancia, L.: Literature-based analysis of the potentials and the limitations of using simulation in nursing education. In: Vittorini, P., Gennari, R., Di Mascio, T., Rodríguez, S., De la Prieta, F., Ramos, C., Azambuja Silveira, R. (eds.) MIS4TEL 2017. AISC, vol. 617, pp. 57–64. Springer, Cham (2017). Scholar
  6. 6.
    Hyland, J.R., Hawkins, M.C.: High-fidelity human simulation in nursing education: a review of literature and guide for implementation. Teach. Learn. Nurs. 4, 14–21 (2009)CrossRefGoogle Scholar
  7. 7.
    Kolb, D.A.: Experiential Learning: Experience as the Source of Learning and Development, vol. 1. Prentice-Hall, Englewood Cliffs (1984)Google Scholar
  8. 8.
    Levett-Jones, T., Lapkin, S.: A systematic review of the effectiveness of simulation debriefing in health professional education. Nurse Educ. Today 34(6), e58–e63 (2014)CrossRefGoogle Scholar
  9. 9.
    Zapko, K.A., Ferranto, M.L.G., Blasiman, R., Shelestak, D.: Evaluating best educational practices, student satisfaction, and self-confidence in simulation: a descriptive study. Nurse Educ. Today 60, 28–34 (2018)CrossRefGoogle Scholar
  10. 10.
    Levett-Jones, T., McCoy, M., Lapkin, S., Noble, D., Hoffman, K., Dempsey, J., Arthur, C., Roche, J.: The development and psychometric testing of the satisfaction with simulation experience scale. Nurse Educ. Today 31(7), 705–710 (2011)CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Nursing Degree CourseUniversity of Modena and Reggio EmiliaModenaItaly
  2. 2.Department of Surgery, Medicine, Dentistry and Morphological SciencesUniversity of Modena and Reggio EmiliaModenaItaly
  3. 3.Department of Biomedical, Metabolic and Neural ScienceUniversity of Modena and Reggio EmiliaModenaItaly

Personalised recommendations