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CONFERENCE PROCEEDING
Training based on medium- and high-fidelity simulators as a necessity for enhancing patient safety and maintaining the quality of education: A quasi-experimental study
1
Clinical Education Research Center, Medical Education Department- Medical School- Shiraz University of Medical Sciences- Shiraz- Iran., Shiraz, Iran Islamic Republic of
2
Clinical Education Research Center, Medical Education Department- Medical School- Shiraz University of Medical Sciences- Shiraz- Iran, Shiraz, Iran Islamic Republic of
3
Non-communicable Diseases Research Center, Fasa University of Medical Sciences- Fasa- Iran, Fasa, Iran Islamic Republic of
Eur J Midwifery 2026;10(Supplement 1):A850
ABSTRACT
BACKGROUND:
Simulation-based Education is an educational activity that utilizes simulation aides to replicate clinical scenarios. In the simulation, an attempt is made to bring the learning conditions close to the real conditions.
OBJECTIVES:
This study aimed to investigate the effect of medium- and high-fidelity simulators training on the knowledge, skills, and attitude of nurses and midwifery students.
METHODS:
This study was quasi-experimental. The study population consisted of all nursing and midwifery students of Larestan University of Medical Sciences. A total of 192 students participated in this study; of them, 96 students were in the control group who had experience and trained with low-fidelity simulators in the previous years; also, 96 students were in the experimental group who had no experience with the simulators. A low-fidelity simulation was used to train the control group, and medium- and high-fidelity simulation was applied for the experimental groups.
RESULTS:
The students in the experimental group had significantly higher scores in the knowledge domain than the control group. Students in the experimental group also performed better in the objective structured clinical examination (OSCE) (P<0.001). Furthermore, the data revealed that the average total score of the students' attitudes towards the role of simulators in the experimental group was higher than that of the control group. In addition, the statistical relationship was significant in training with low-fidelity models, which is not a reliable learning experience (P= 0.004).
CONCLUSIONS:
The results showed that using medium- and high-fidelity simulations for once in clinical skills training has a much better result compared to using low-fidelity simulations for several times in clinical skills training.
KEY MESSAGE:
Quasi-experimental, Nursing, midwifery, student, Medium-High-Fidelity Simulators, Clinical Training. Poster session 3 (Group B)
Simulation-based Education is an educational activity that utilizes simulation aides to replicate clinical scenarios. In the simulation, an attempt is made to bring the learning conditions close to the real conditions.
OBJECTIVES:
This study aimed to investigate the effect of medium- and high-fidelity simulators training on the knowledge, skills, and attitude of nurses and midwifery students.
METHODS:
This study was quasi-experimental. The study population consisted of all nursing and midwifery students of Larestan University of Medical Sciences. A total of 192 students participated in this study; of them, 96 students were in the control group who had experience and trained with low-fidelity simulators in the previous years; also, 96 students were in the experimental group who had no experience with the simulators. A low-fidelity simulation was used to train the control group, and medium- and high-fidelity simulation was applied for the experimental groups.
RESULTS:
The students in the experimental group had significantly higher scores in the knowledge domain than the control group. Students in the experimental group also performed better in the objective structured clinical examination (OSCE) (P<0.001). Furthermore, the data revealed that the average total score of the students' attitudes towards the role of simulators in the experimental group was higher than that of the control group. In addition, the statistical relationship was significant in training with low-fidelity models, which is not a reliable learning experience (P= 0.004).
CONCLUSIONS:
The results showed that using medium- and high-fidelity simulations for once in clinical skills training has a much better result compared to using low-fidelity simulations for several times in clinical skills training.
KEY MESSAGE:
Quasi-experimental, Nursing, midwifery, student, Medium-High-Fidelity Simulators, Clinical Training. Poster session 3 (Group B)
| eISSN: | 2585-2906 |
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