Perceived Learning & Confidence to Apply Nursing Theories to Clinical Practice Through Simulation: A Pilot Study

Background: Gaps exist in prelicensure nursing education literature regarding the utility of simulation in non-clinical courses.Sample: First-semester undergraduate nursing students enrolled in a theory course participated in a study evaluating the effectiveness of using high-fidelity simulation to facilitate transfer of learning about nursing theories to patient care and explore perceived learning and confidence to care for patients in a clinical setting.Method: A descriptive pretest/post-test survey design with a structured debriefing based on principles of transfer of learning was employed.Results: There was a statistically significant improvement in confidence and preparation to apply nursing theories to patient care as well as modify interventions based on patient responses to care (z = -3.511, p < .001), with a large effect size ( r = 0.50).Conclusion: High-fidelity simulation is an effective teaching-learning modality in a non-clinical course, assisting students to apply nursing theories to the plan of care successfully and confidently.