Technology-Enriched High-Fidelity Simulation in Nursing Education: Learning Effectiveness and Mediating Model.
- 1Department of Nursing, Sha'arei Mishpat College, Hod HaSharon, Israel.
- 2Nursing department, Max Stern Yezreel Valley College, D.N. Emek, 1930600 Israel.
- 3Department of Crisis Management, Police Academy of the Czech Republic in Prague, Lhotecká 559/7, Prague 12, 143 00 Czech Republic.
Abstract
Background
Despite extensive research documenting high-fidelity simulation benefits, limited evidence exists regarding the effectiveness of simulation explicitly enriched with clinical technologies or the mechanisms through which simulation components influence learning outcomes.Aims
To evaluate nursing students' learning effectiveness across multiple dimensions following high-fidelity simulation enriched with clinical technologies (HFSECT) and to test whether course arrangement, equipment resources, and clinical ability mediate the relationship between debriefing quality and problem-solving.Methods
Eighty-one third-year undergraduate nursing students participated in a quasi-experimental one-group pretest-posttest study involving HFSECT with dual-component debriefing. The Simulation Learning Effectiveness Inventory assessed seven dimensions: course arrangement, equipment resources, debriefing, clinical ability, confidence, problem-solving, and collaboration. Learning satisfaction was assessed separately. A parallel mediation analysis was conducted using the PROCESS macro with 5,000 bootstrap samples.Results
Significant improvements occurred in six dimensions: course arrangement, equipment resources, debriefing, problem-solving, clinical ability, and confidence, with substantial satisfaction gains. Collaboration showed no significant change. Mediation analysis showed a significant indirect association through clinical ability, whereas the indirect associations through course arrangement and equipment resources were not significant. The direct association between debriefing and problem-solving remained significant.Conclusions
HFSECT was associated with improvements in nursing students' perceived learning effectiveness and satisfaction. Clinical ability mediated the association between debriefing and problem-solving, suggesting that debriefing may support problem-solving partly through clinical ability.
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BibTeX
@article{sharon2026technologyenriched,
title = {{Technology-Enriched High-Fidelity Simulation in Nursing Education: Learning Effectiveness and Mediating Model.}},
author = {Cochava Sharon and Inbal Halevi Hochwald and Gizell Green and Alena Lochmannová},
journal = {Medical science educator},
year = {2026},
month = jul,
doi = {10.1007/s40670-026-02842-0},
url = {https://europepmc.org/article/MED/42968743},
note = {CC BY},
}
RIS
TY - JOUR
TI - Technology-Enriched High-Fidelity Simulation in Nursing Education: Learning Effectiveness and Mediating Model.
AU - Cochava Sharon
AU - Inbal Halevi Hochwald
AU - Gizell Green
AU - Alena Lochmannová
PY - 2026
DA - 2026/07/31
JO - Medical science educator
DO - 10.1007/s40670-026-02842-0
UR - https://europepmc.org/article/MED/42968743
AB - Background Despite extensive research documenting high-fidelity simulation benefits, limited evidence exists regarding the effectiveness of simulation explicitly enriched with clinical technologies or the mechanisms through which simulation components influence learning outcomes.Aims To evaluate nursing students' learning effectiveness across multiple dimensions following high-fidelity simulation enriched with clinical technologies (HFSECT) and to test whether course arrangement, equipment resources, and clinical ability mediate the relationship between debriefing quality and problem-solving.Methods Eighty-one third-year undergraduate nursing students participated in a quasi-experimental one-group pretest-posttest study involving HFSECT with dual-component debriefing. The Simulation Learning Effectiveness Inventory assessed seven dimensions: course arrangement, equipment resources, debriefing, clinical ability, confidence, problem-solving, and collaboration. Learning satisfaction was assessed separately. A parallel mediation analysis was conducted using the PROCESS macro with 5,000 bootstrap samples.Results Significant improvements occurred in six dimensions: course arrangement, equipment resources, debriefing, problem-solving, clinical ability, and confidence, with substantial satisfaction gains. Collaboration showed no significant change. Mediation analysis showed a significant indirect association through clinical ability, whereas the indirect associations through course arrangement and equipment resources were not significant. The direct association between debriefing and problem-solving remained significant.Conclusions HFSECT was associated with improvements in nursing students' perceived learning effectiveness and satisfaction. Clinical ability mediated the association between debriefing and problem-solving, suggesting that debriefing may support problem-solving partly through clinical ability.
SN - 2156-8650
ER -