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Dr. Bussard is Faculty, Firelands Regional Medical Center School of Nursing, Sandusky, Ohio.
The author has disclosed no potential conflicts of interest, financial or otherwise.
Undergraduate nurse educators have increased the use of high-fidelity simulation (HFS) during the past 15 to 20 years ( Bussard, 2015a ; Grant, Moss, Epps, & Watts, 2010 ). Researchers have found that HFS increases critical thinking, clinical judgment, reasoning, psychomotor skills, self-confidence, communication, accountability, and interprofessionalism ( Blum, Borglund, & Parcells, 2010 ; Bussard, 2015a ; Coffman, 2012 ; Harder, 2010 ; Howard, Englert, Kameg, & Perozzi, 2011 ; Rizzolo, 2012 ). Oral debriefing following HFS scenarios is the most effective means of merging theory and practice, as well as improving clinical judgment ( Cato, 2012 ; Lasater, 2007 ). Various types of debriefing exist, including oral debriefing alone, oral debriefing accompanied by use of video recordings, and reflective journaling ( Bussard, 2015b ; Dreifuerst, 2009 ; Reed, Andrews, & Ravert, 2013 ; Thomas-Dreifuerst & Decker, 2012 ). Evidence suggests that video recording, along with oral debriefing, improves communication and that skill acquisition is limited ( Yoo, Yoo, & Lee, 2010 ). However, no evidence is available to support the use of video-recorded HFS as a teaching or learning strategy to promote self-reflection and development of clinical judgment. The purpose of this study is to reveal whether self-reflection of video-recorded HFS scenarios promotes the development of clinical judgment in prelicensure nursing students
Background
High-Fidelity Simulation
Simulation is defined as "a pedagogy using one or more typologies to promote, improve, or validate a participant's progression from novice to expert" ( Meakim et al., 2013 , p. S9). HFS is the use of computerized manikins or standardized patients to provide a realistic, highly interactive learning environment, affording students the ability to develop skills, knowledge, and clinical judgments. ( Hinchcliffe-Duphily, 2014 ; Meakim et al., 2013 ; Phillips, 2011 ; Reese, Jeffries, & Engum, 2010 ). A HFS manikin has the capability to produce cardiopulmonary sounds, pulses, pupillary responses, and bowel sounds; clench the jaw; become diaphoretic; hemorrhage; and talk ( Bailey, Johnson-Russell, & Lupient, 2011 ; Bussard, 2013 ). The higher the capability of the manikin, the more realistic the clinical scenario will be.
The use of HFS scenarios has been...