Nursing education has undergone vast changes to appropriately meet the changing needs of medical care. The overwhelming demands placed on nursing students may affect their confidence in carrying out what they have learned in their education into practice.
This is expressed by novice nursing students in the study of Bambini, Washburn and Perkins (2009) when they exhibited low self-efficacy in their ability to perform clinical skills. The multiple tasks of professional nurses can be intimidating to nursing students, not to mention that their priority is to provide high quality medical care and nurturance to patients. Cases like these point to the value of clinical simulation in nursing education to help empower such students in being able to handle challenging tasks and situations in their own practice.
Clinical simulation is defined by Waxman (2010) as a teaching methodology that provides students with learning experiences closely resembling real-life circumstances that they are likely to encounter in their professional practice. “Simulated clinical experience requires immersing students in a representative patient-care scenario, a setting that mimics the actual environment with sufficient realism to allow learners to suspend disbelief” (p.29). Specific to nursing education is the utilization of a lifelike high-fidelity manikin which provides a high level of interactivity and realism to nursing students during their simulation proceedings (Jeffries, 2007).