| Abstrakt: |
Introduction: Different research studies on high fidelity simulation have found it to be a successful educational tool to prepare students training in different fields of healthcare. Many universities and healthcare programs employ this style of learning in order to teach valuable skills and build confidence before students are able to professionally work. It has been shown to effectively increase confidence, preparedness, skill development as well as provide ethics education to students. High fidelity simulations provide students with an increased confidence and reduces medical errors in the face of high risk and critical care environments. Discussion: There are many hurdles for the widespread implementation of this teaching method. The main one, highlighted by most of the studies, is the lack of literature about the subject. Some other obstacles identified were: the skills acquired via simulation may not effectively carry over to clinical practice. Results: Diverse factors influence the level of fidelity in high fidelity simulation, such as types of fidelity (physical, emotional, conceptual), learner experience, and learner objective (cognitive, affective, psychomotor). Other studies have demonstrated that the psychological immersion and the cognitive burden are greater during high fidelity simulation, which has been evidenced by eye-tracking and interviews; Besides, the perception of difficulty was greater in high fidelity simulation when compared to low fidelity simulation students. Conclusion: Implementation of high fidelity simulations in pre-clinical students has impact on the readiness and confidence of Emergency Response Team (RT, RN, RPN, Paramedic) students for clinical placement in Canada. Our team believes that the implementation of such will greatly benefit students in terms of preparedness, skills development, and confidence for clinical placement. It has been shown that post-secondary students prefer to gain knowledge and skills through hands-on learning experiences. [ABSTRACT FROM AUTHOR] |
