Use of High-Fidelity Simulation in Clinical Teaching: Nurse Educators’ Perspective

Abstract

Background: Despite the benefits of high-fidelity simulation (HFS) in developing clinical skills, Nursing schools in lower-middle-income countries like the Philippines are less successful in the implementation of HFS as a pedagogy. The utilization of HFS was recommended to offset the effects of COVID-19 on clinical placements which received various reactions from nurse educators. Objective: This study aimed to explore the views of nursing educators who did not use HFS as an instructional strategy in nursing education. Methods: A qualitative descriptive research design was utilized and data were gathered through a focus group discussion involving seven nurse educators who fit the criteria. Using thematic analysis, the following themes were uncovered: (1) technological complexities and difficulties, (2) lack of training and application, (3) need for expert support, (4) inadequate resources, (5) fear and apprehensions, and (6) not a requirement but an option. Results: Multiple factors affect the use of HFS among nursing educators in a lower middle-income country that requires users to be knowledgeable, skillful, and technologically adept. The lack thereof coupled with fear has consequently reduced HFS to an option rather than an indispensable tool for nursing education. Conclusion: Hence, to facilitate the utilization of HFS, a structured HFS training program that considers the context, and faculty needs might be instrumental. Additionally, the likelihood of integrating HFS in the curriculum as an equivalent to clinical placements can be explored to future-proof nursing education from the effects of a pandemic.