Student Nurses’ Perceptions of the Role of High-Fidelity Simulation in Developing Decision-Making Skills for Clinical Practice: A Qualitative Research Study

Abstract

Introduction The integration of high-fidelity simulation (HFS) in nursing education has increased, but its effect on students’ clinical decision-making skills and their ability to transfer these skills to clinical practice remains unclear. Aim This qualitative study aimed to explore nursing students’ perceptions of simulation's role in developing decision-making skills for clinical practice. Methods Twenty-three self-selected final-year nursing students participated in an HFS exercise in 2016. They engaged in “think-aloud” activities during the simulation, reviewed videos of their performance, and attended a structured debriefing session. Four to six weeks later, face-to-face semistructured interviews were conducted to gather their views on the application of learning from simulation into practice. Thematic analysis was used to analyze the interview data. Results Four themes emerged from the analysis: “enhancing clinical decision-making skills,” “recognition of the types of clinical decision-making,” “recognition of cognitive biases,” and “transferability and integrating theory into practice.” Simulation improved student self-awareness, decision-making skills, and recognition of cognitive biases applied in practice. Overall, students found that the simulation improved their ability to apply theoretical knowledge gained through simulation to practice. The students’ perception of the authenticity of activities in relation to real-world scenarios played a crucial role in enhancing the transferability and application of acquired knowledge from simulation to clinical practice. Conclusion The findings provide valuable insights into how simulation optimizes learning and decision-making skills, ultimately promoting effective care in clinical settings.