Comparison of the Effects of Haptic Virtual Versus High-Fidelity Simulations on Knowledge, Skills and Satisfaction of Nursing Students in Cardiopulmonary Resuscitation Training

Abstract

Background

Simulation provides learners with a realistic learning environment where they experience real-life situations. Cardiopulmonary resuscitation (CPR) is performed to maintain respiration and circulation. Nursing students may experience CPR unexpectedly. Simulation types are increasing in line with the needs of nursing education. The study aims to compare the effects of haptic virtual simulations (HVS) versus high-fidelity simulations (HFS) in CPR training of nursing students on their knowledge, skills, satisfaction, and self-confidence levels.

Methods

The study sample consisted of 60 students, 30 in the HVS group and 30 in the HFS group. The same scenario was used in both simulations. Data were collected with the Sociodemographic Data Form, the Cardiopulmonary Resuscitation Knowledge Test, the Cardiopulmonary Resuscitation Skills Checklist, and the Student Satisfaction and Self Confidence in Learning Scale.

Results

The CPR knowledge level of both groups increased significantly after the simulation (p < 0.05). No significant difference was found between the practice skill levels between the groups (p > 0.05). The satisfaction and self-confidence levels of the students in HFS group were significantly higher than in HVS group (p < 0.05).

Conclusions

Haptic virtual and high fidelity CPR training simulations equally affect students' knowledge and skill levels. On the other hand, students' satisfaction and self-confidence levels in learning increased more with high-fidelity simulators.