Objective
The purpose of this study was to explore student perspectives of high-fidelity simulation.
Methods
A descriptive study with semi-structured focus group interviews was conducted in Macao. Twenty-one focus group interviews were held with 113 baccalaureate nursing students who had experienced 36-hour of simulation.
Results
Students perceived that simulation created a nonrisk learning environment, and was helpful in knowledge and skill enhancement and nurse role understanding. However, lack of realistic interactions in psychosocial responses made it difficult for students to relate simulation experience to real-working situations, and poor group contributions affected their learning.
Conclusion
Interacting with a human patient simulator does not replicate the experience of working with a live patient. Tutors need to come up with ideas about how to make scenarios more real and give more forthright responses to improve the realism of psychosocial responses during simulation. Students experienced uncertainty with clinical decision making and commented on the minimal contributions of some group members. Tutors should be prepared to provide students with substantial supports in developing their understanding of simulation and engaging in the learning process
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