Nursing Students' Learning Dynamics and Perception of High-Fidelity Simulation-Based Learning

Abstract

Background: Nursing students' high-fidelity simulation-based learning (HF-SBL) dynamics remain poorly understood. This study aimed to construct a substantive theory of nursing students' HF-SBL dynamics by exploring nursing students' experiences of HF-SBL and identifying factors that influence HF-SBL.

Method: Constructivist grounded theory was adopted. Twenty-three semistructured interviews with memo writing were conducted with 16 undergraduate nursing students. All collected data were managed using NVivo 11.

Results: This study constructed a theoretical model of HF-SBL dynamics, consisting of process and four influencing factors of HF-SBL. Moreover, the students' perception on a lack of psychological fidelity during HF-SBL was identified and highlighted.

Conclusion: Through understanding of the model, nursing educators can improve their current simulation-based education and make it more relevant and realistic for students.