The Acquired Critical Thinking Skills, Satisfaction, and Self Confidence of Nursing Students and Staff Nurses through High-fidelity Simulation Experience

Background Nursing students need to build their self-confidence to cope with complex clinical situations, and practicing nurses must maintain and boost their self-confidence to provide safe, accurate, and high-quality patient care. Exposing nursing students and staff nurses to high-fidelity simulation to can their self-confidence, thus advancing their competencies. Methods This study employed a quasi-experimental research design to identify and compare the acquired critical thinking skills, satisfaction, and self-confidence of nursing students and staff nurses based on their use of high-fidelity simulation (HFS) learning. Results The mean difference between the pre- and post-tests of nursing students and staff nurses in HFS sessions 1 and 2 was significant, with p <.0001. Both groups of participants expressed high levels of satisfaction and self-confidence in the HFS experience. Furthermore, participants' satisfaction with the current learning system had a p -value of .6628 and their self-confidence in learning had a p -value of .9578, which indicates no significant difference. Conclusion Both groups of participants conveyed high levels of satisfaction and self-confidence following the HFS experience. Furthermore, the use of HFS enhanced their critical thinking skills and boosted their learning retention.