Impact of high-fidelity and virtual simulation experiences on nurses’ acquired knowledge and skills for triaging suspected COVID-19 patients

Abstract

Purpose: This study compares the impact of high-fidelity simulation (HFS) and virtual simulation (VS) experiences on nurses for triaging suspected COVID-19 patients on the basis of their knowledge and skill acquisition. Background: The essential tools for nurses' professional growth and development are not limited to participation in seminars or symposiums. Training, such as simulation, is also a crucial practice for improving nurses’ competency, especially during a pandemic. Methods: This study employs a comparative research design. The nurses’ acquired knowledge and skills are evaluated by dividing them into Groups A and B, which are exposed to HFS and VS, respectively. Results: The mean scores obtained by both groups in their post-tests are significantly higher than that obtained in their pre-tests, by an average of −18.38 for Group A and 22.14 for Group B. The mean scores obtained in their post-Objective Structured Clinical Examination (OSCE) is significantly higher than that in their pre-OSCE, by an average of −23.00 for Group A and 20.67 for Group B. Moreover, Group B's mean score in the post-test is significantly higher than Group A's by an average of −3.00. Group A's post-OSCE mean score is significantly higher than Group B's by an average of 2.92. Conclusions: The professional competence of nurses exposed to HFS and VS improves significantly. Nurses exposed to VS acquire more knowledge, whereas nurses exposed to HFS develop higher-level skills.

Keywords

• high-Fidelity simulation
• Virtual simulation
• Acquired knowledge and skills
• Professional competence