Lived experiences of level IV student nurses participating in apollo simulation

Abstract

As a fundamental part of nursing education, high-fidelity simulation (HFS) gives students realistic, immersive experiences that help them strengthen their clinical skills and decision-making abilities. The advantages and limitations of Apollo HFS in preparing level IV nursing students for clinical practice are explored through this study, along with their experiences and flexibility in this simulated setting. Purposive sampling was used to select ten undergraduate student nurses who meet specific inclusion criteria, including experience with Apollo simulations and willingness to participate. The experiences and opinions of participants regarding HFS will be investigated through in-depth interviews using open-ended questions. Thematic analysis was used in data analysis to find trends and themes in the information gathered. Themes that were identified includes: 1. Effectiveness of Simulation; 2. Increase in Confidence; and, 3. Increase in Competence. The study reveals that Apollo simulation effectively prepares nursing students for clinical practice by providing realistic scenarios and opportunities for hands-on practice. Participants reported increased confidence and competence following repeated exposures to simulation-based learning. The theoretical framework of constructivism and the Carey and Rossler framework provide valuable insights into the epistemological foundations of HFS in nursing education.