Melva Craft-Blacksheare1, Youvalanda Frencher2. 1. School of Nursing, University of Michigan-Flint, 2180 William S. White Building, 303 E. Kearsley Street, Flint, MI 48502-1950, United States of America. Electronic address: Melvagcb@umflint.edu. 2. School of Nursing, University of Michigan-Flint, 2180 William S. White Building, 303 E. Kearsley Street, Flint, MI 48502-1950, United States of America. Electronic address: Yogief@umflint.edu.
Abstract
OBJECTIVE: The objective of this study was to explore the benefits of using High Fidelity Simulators (HFS) to teach maternal postpartum and newborn assessment skills to student nurses before they interacted with actual hospital patients. DESIGN: This descriptive, observational study employed a mixed-method design using a Qualtrics online survey instrument. SETTING: The study was set at a Midwestern university. PARTICIPANTS: The study used a convenience sample of third-year BSN nursing students (n = 132). METHODS: After participating in an HFS experience and completing a maternity clinical rotation, students took an online Qualtrics survey evaluating the benefits and drawbacks of the HFS experience. RESULTS: Students valued the HFS experience at an average score of 3.82 on a Likert Scale of 1-5. Open-ended questions identified three themes: psychomotor learning leading to skill acquisition, affective learning, and simulation restructuring to provide more time, better instructor preparation, and smaller groups. CONCLUSION: This study's data supports the use of HFS to enhance nursing care and education, with special attention given to instructional consistency. Practicing new assessment skills in a non-threatening, safe environment gives students expertise and confidence while promoting the development of critical thinking skills.
OBJECTIVE: The objective of this study was to explore the benefits of using High Fidelity Simulators (HFS) to teach maternal postpartum and newborn assessment skills to student nurses before they interacted with actual hospital patients. DESIGN: This descriptive, observational study employed a mixed-method design using a Qualtrics online survey instrument. SETTING: The study was set at a Midwestern university. PARTICIPANTS: The study used a convenience sample of third-year BSN nursing students (n = 132). METHODS: After participating in an HFS experience and completing a maternity clinical rotation, students took an online Qualtrics survey evaluating the benefits and drawbacks of the HFS experience. RESULTS: Students valued the HFS experience at an average score of 3.82 on a Likert Scale of 1-5. Open-ended questions identified three themes: psychomotor learning leading to skill acquisition, affective learning, and simulation restructuring to provide more time, better instructor preparation, and smaller groups. CONCLUSION: This study's data supports the use of HFS to enhance nursing care and education, with special attention given to instructional consistency. Practicing new assessment skills in a non-threatening, safe environment gives students expertise and confidence while promoting the development of critical thinking skills.