NR723-WEEK3- High-fidelity Simulation Teaching Strategy

High-fidelity Simulation Teaching Strategy

PLEASE FOLLOW APA 7TH.For APA, journal names and volume numbers should be in italics see page 170 APA manual 7th ed and with the in-text citation is outside of parentheses use the word and instead of the & sign. See page 266 APA manual 7th ed.


High-fidelity Simulation Teaching Strategy

Nursing schools in the 80s had mannequins that were the cutting-edge learning device used to simulate nursing skills. Simulation fidelity has improved over the years which better prepares nurses for the implementation of skills in real-world scenarios.

Cowperthwait, (2020) reports human role play with the use of simulation is at an all-time high. It is essential that the educator builds an environment of trust and establishes a safe collaborative, learner-centered approach.

With the limited learning opportunities in real-life settings, the use of high-fidelity simulation helps students develop the skills needed to provide clinical care.

The use of simulation can help reduce diversity and heterogeneity learning gaps by providing simulations of clinical situations before actual practice (Fernandes et al., 2022). Onley & Zavertnik, (2020) explained how caring is a key concept in nursing.

This caring in the past was taught at the bedside through direct patient care which has become increasingly difficult to do due to site placement issues. A research study was conducted to determine if caring behaviors could be present in the high-fidelity simulation.

Evaluate with evidence

Research supports the efficacy of simulation-based education, and the global adoption of best practices in learning standards (Cowperthwait, 2020). Fernandez et al., (2022) described how results showed learning flourished after the use of high-fidelity simulation.

The simulations used strengthened the theoretical and practical learning and were considered a useful method to test prior and new knowledge.

Many students reported that learning in realistic situations prepared them for the real environment in a safer setting.

A research study was implemented to evaluate if the use of a “hands, Head, Heart” debriefing format could increase the students’ understanding of caring behaviors. In almost all students debriefing was a valuable part of the simulation experience (Only, M., & Zavertnik, J, 2020).

With the increased student population and the decrease in clinical site availability, strategies such as high-fidelity simulation should be widely incorporated to ensure student nurses can hone their skills both clinically as well as those psychosocial skills such as caring and empathy. Students need to feel well prepared to enter the workforce, doing so safely and effectively is essential.


Cowperthwait, A. (2020, May). NLN/Jeffries simulation framework for simulated participant methodology. Clinical simulation in nursing, 42, 12-21. (Links to an external site.)

Fernández-Basanta, Picallo-García, L., & Movilla-Fernández, M.-J. (2022). Cultivating learning in vitro: A meta-ethnography of learning experiences of nursing students regarding high-fidelity simulation. Journal of Clinical Nursing (Links to an external site.) (Links to an external site.)

Onley, & Zavertnik, J. E. (2020). The teaching-learning of caring nursing using a hands, head, heart debriefing tool following high-fidelity simulation. International Journal for Human Caring24(1), 21–25. (Links to an external site.)

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High-fidelity Simulation Teaching Strategy
High-fidelity Simulation Teaching Strategy


Review this week’s lessons and readings. Using the required articles provided this week and/or articles from the library, respond to the following:

1. Identify and summarize three (3) scholarly peer-reviewed journal sources that support the use of high-fidelity simulation as a teaching and learning strategy in nursing.

High-fidelity simulation can be used as an integral part of teaching and learning strategy.  Nurse educators serve an important role in this aspect of learning.  Nurse educators should be aware of how to use this technology in a safe and judgment-free environment. In this learning strategy, the student is at the center of learning and the educator is the facilitator.

Taekman et al., (2017) indicate that high fidelity simulation recreates an environment where learners manage realistic patients in the context, it challenges clinical decision-making, critical thinking, and teamwork. This research study found that novel multiplayer screen-based simulation by staff provided an effective way to take care of post-partum hemorrhage patients.

The study showed that after the simulation and debrief, 100% of learners felt screen-based simulation was an effective way to learn to care for a woman suffering from PPH (Taekman et al.,2017).

Hayden et al., (2014) indicate that high-fidelity simulation allows educators to replicate many patient situations, and students can develop and practice their nursing skills in an environment without endangering patients (Hayden et al., 2014).  Substituting traditional clinical hours with high-fidelity simulations produces comparable end-of-program educational outcomes (Hayden et al., 2014).

High fidelity simulation was found to be effective in the enhancement of nursing student self-confidence and reducing their anxiety when caring for patients and employing nursing skills, the inclusion of simulation-based activities in all clinical nursing courses is found to be vital (Labrague et al., 2019).

1. Using the evidence from the sources, evaluate why high-fidelity simulation provides sufficient learning opportunities to replace hospital-based clinical experiences for pre-licensure students.

High-fidelity simulation is sufficient to replace hospital-based clinical experience as with this type of simulation you can replicate any patient scenario.  These scenarios can be played out in a safe learning environment without causing any harm to patients.

Students will also feel comfortable and relaxed knowing that they can learn without the patients or other clinicians judging them.  Simulation is also known for its ability to standardize patient conditions and implement them consistently (Unver et al., 2018).  Patient scenarios with simulation can be repeated as often as needed until students get the concepts and can perform the required skills.


Hayden, J. K., Smiley, R. A., Alexander, M., Kardong-Edgren, S., & Jeffries, P. R. (2014). The NCSBN National Simulation Study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. Journal of Nursing Regulation5(2).

Labrague, L. J., McEnroe-Petitte, D. M., Bowling, A. M., Nwafor, C. E., & Tsaras, K. (2019). High-fidelity simulation and nursing students’ anxiety and self-confidence: A systematic review. Nursing Forum54(3), 358–368.

Taekman, J. M., Foureman, M. F., Bulamba, F., Steele, M., Comstock, E., Kintu, A., Mauritz, A., & Olufolabi, A. (2017). A novel multiplayer screen-based simulation experience for African learners improved confidence in management of postpartum hemorrhage. Frontiers in Public Health5 (Links to an external site.)

Unver, V., Basak, T., Tastan, S., Kok, G., Guvenc, G., Demirtas, A., Ayhan, H., Köse, G., Iyigun, E., & Tosune, N. (2018). Analysis of the effects of high-fidelity simulation on nursing students’ perceptions of their preparedness for disasters. International Emergency Nursing38, 3–9.

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