The effect of high-fidelity simulation on students’ clinical decision-making skills in University of Benin Teaching Hospital
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Background of the Study
High-fidelity simulation (HFS) has emerged as a transformative teaching tool in nursing education, offering students realistic, immersive, and interactive clinical experiences without the immediate risk to patient safety (Brown et al., 2023). Unlike traditional learning methods, HFS provides a controlled environment where nursing students can practice and refine their clinical decision-making skills in response to real-life patient scenarios (Grant & Miller, 2024). This educational approach has been widely adopted in various healthcare institutions as a means to bridge the gap between theoretical knowledge and hands-on clinical practice.
At the University of Benin Teaching Hospital, nursing students engage in practical training to develop their competency in patient care. However, traditional clinical training can be inconsistent due to limited patient availability, ethical concerns, and varying case complexities (Ogunyemi & Adewale, 2024). HFS addresses these challenges by providing a standardized learning environment where students can repeatedly practice scenarios involving critical decision-making, emergency responses, and complex patient management. Studies have shown that HFS enhances students' confidence, critical thinking abilities, and preparedness for real clinical situations (Thompson et al., 2023).
Despite its benefits, the effectiveness of HFS in improving students' clinical decision-making skills is still being debated. Factors such as simulation design, instructor expertise, student engagement, and resource availability can influence learning outcomes (Williams & Turner, 2024). Additionally, integrating HFS into the nursing curriculum requires significant financial investment, technical support, and faculty training, which can pose challenges for institutions like the University of Benin Teaching Hospital (Adams & Stevenson, 2023). Given these considerations, it is crucial to investigate how HFS impacts nursing students' clinical decision-making skills in this institution to determine its effectiveness and identify areas for improvement.
Statement of the Problem
Clinical decision-making is a critical competency for nursing students, as it directly influences patient safety and care outcomes. However, many students struggle to develop this skill due to limited exposure to diverse clinical cases, high-stress environments, and fear of making mistakes during live patient care (Johnson & Harris, 2023). While traditional clinical rotations provide valuable hands-on experience, they often lack consistency and fail to expose students to a wide range of critical scenarios (Taylor et al., 2024).
The introduction of HFS aims to address these challenges by providing a structured, repeatable, and interactive learning experience. However, despite the increasing use of HFS in nursing education, there is limited empirical evidence on its impact on students' clinical decision-making skills, particularly at the University of Benin Teaching Hospital. Some concerns include whether students effectively transfer skills from simulation to real-world clinical settings, whether HFS leads to measurable improvements in decision-making accuracy, and whether resource limitations hinder its effectiveness (Gonzales & Mackey, 2023). Therefore, this study seeks to assess the impact of HFS on students' clinical decision-making skills and identify the factors that influence its success in nursing education.
Objectives of the Study
- To evaluate the effect of high-fidelity simulation on nursing students’ clinical decision-making skills at University of Benin Teaching Hospital.
- To identify the challenges associated with the implementation of high-fidelity simulation in nursing education.
- To determine the extent to which students transfer decision-making skills from simulation to real clinical settings.
Research Questions
- How does high-fidelity simulation impact nursing students’ clinical decision-making skills at University of Benin Teaching Hospital?
- What are the challenges associated with the implementation of high-fidelity simulation in nursing education?
- To what extent do students transfer decision-making skills from simulation to real clinical settings?
Research Hypotheses
- High-fidelity simulation significantly improves nursing students’ clinical decision-making skills.
- The effectiveness of high-fidelity simulation is influenced by factors such as instructor expertise, resource availability, and student engagement.
- There is a significant positive relationship between participation in high-fidelity simulation and students' ability to make effective clinical decisions in real-world settings.
Scope and Limitations of the Study
This study focuses on nursing students at the University of Benin Teaching Hospital who have participated in high-fidelity simulation exercises. The study is limited to evaluating their clinical decision-making skills and does not extend to other aspects of nursing training. Limitations may include differences in students' prior experience, variations in simulation scenarios, and potential bias in self-reported outcomes.
Definitions of Terms
- High-fidelity simulation (HFS): A training method that uses realistic patient mannequins, digital simulations, and interactive scenarios to provide students with hands-on clinical experience.
- Clinical decision-making skills: The ability of nursing students to assess patient conditions, analyze data, and make appropriate care decisions.
- Simulation-based learning: A structured educational approach that utilizes simulated environments to teach clinical skills and decision-making.
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