Undergraduate nursing students’ satisfaction with low- and high-fidelity simulation
| dc.contributor.author | Fatane, Sumayah | |
| dc.contributor.examiningcommittee | Harder, Nicole (Nursing) Giesbrecht, Edward (Occupational Therapy) | en_US |
| dc.contributor.supervisor | Ateah, Christine (Nursing) | en_US |
| dc.date.accessioned | 2016-01-14T16:02:57Z | |
| dc.date.available | 2016-01-14T16:02:57Z | |
| dc.date.issued | 2015 | |
| dc.degree.discipline | Nursing | en_US |
| dc.degree.level | Master of Nursing (M.N.) | en_US |
| dc.description.abstract | Few studies have focused on evaluating nursing students' satisfaction with different types of simulation, and in particular using valid and reliable instruments. A descriptive, cross-sectional and retrospective post-test study was conducted to examine nursing students’ satisfaction with low-fidelity simulation (LFS) and high-fidelity simulation (HFS). Thirty-five 4th year nursing students who met the eligibility criteria completed the Satisfaction with Simulation Experience Scale (SSE) and a demographic questionnaire via Fluidsurvey. A paired t-test analysis revealed a significant difference in the CL subscale mean scores between LFS (M = 4.09) and HFS (M = 3.78), p = 0.008. The ranking question revealed that the opportunities to practice new skills, and to apply clinical reasoning and decision-making were among the top three ranked features for both LFS and HFS. Also included in the top three ranked items identified for LFS was the preparation of materials and orientation and for HFS was engagement and realism. | en_US |
| dc.description.note | February 2016 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/31064 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | Clinical Simulation | en_US |
| dc.title | Undergraduate nursing students’ satisfaction with low- and high-fidelity simulation | en_US |
| dc.type | master thesis | en_US |
| local.subject.manitoba | yes | en_US |