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In undergraduate nursing education, low to high-fidelity simulations are used to prepare students for clinical placement and work readiness. This review provides a synthesis of what is known about the use of high-fidelity simulation in Aotearoa New Zealand and Australian undergraduate nursing education programmes. The aim of this review is to evaluate and synthesise the existing evidence about the use of high-fidelity simulation in these programmes. An integrative literature review methodology was used. Specific search terms and specific inclusion/exclusion criteria were applied to academic databases EBSCO, Medline, CINAHL, and the search engine Google Scholar. Electronic databases were searched for peer reviewed empirical research articles published in English (2000 – 2020), undertaken in Aotearoa New Zealand and Australia. Sixteen studies met the inclusion criteria. The main themes identified from this review included: i) realism and high-fidelity simulation; ii) resource implications; iii) preparation of simulation scenarios; iv) simulation for clinical preparedness; and v) students’ difficulties with simulation. In conclusion, simulation-based experiences continue to be used to support undergraduate nursing student learning. There is a shift from technical skill acquisition to soft skill development such as communication and teamwork. This review suggests that while high-fidelity simulation has benefits, it is resource-intensive, both in terms of equipment, and in the time required for educators to develop scenarios and learning packages. Nonetheless, students remain positive about simulation-based education that is well facilitated.
Bowen-Withington et al. (Sun,) studied this question.