Relationship of high‐fidelity simulation experience, clinical reasoning, and clinical competence of new nurses: A cross‐sectional study

Abstract

AbstractAimThis study aimed to determine which high‐fidelity simulation (HFS) experiences were associated with clinical reasoning and clinical competence among new nurses.BackgroundHFS has been actively used in nursing education. It is necessary to verify the effects of HFS transfer to the clinical environment.DesignA cross‐sectional study reported following STROBE criteria.MethodsData were collected on new nurses (n = 224) who experienced HFS in their fourth‐year undergraduate courses. The number of HFSs, the inclusion of simulation elements, the importance of elements to learning, clinical reasoning, and clinical competence were measured. Hierarchical regression models examined factors associated with clinical reasoning and clinical competence.ResultsFeedback was the most sufficiently included element of the HFS learning, and participants perceived it as the most important. A significant factor associated with clinical competence was clinical reasoning, and HFS design indirectly affected clinical competence through clinical reasoning.ConclusionsHFS learning is one of the best ways to improve clinical reasoning. Improving students' clinical reasoning should be an important goal of HFS learning in undergraduate courses to prepare students to be clinically competent nurses.Implications for nursingThe ultimate goal of nursing education is to prepare nursing students to be competent nurses. Validating the outcomes of nursing education in the clinical environment setting is an essential task to improve clinical practice.Implications for nursing policyNurse educators and leaders can increase nurses' clinical competence by emphasizing education to foster nurses' clinical reasoning in nursing education policies.