Structured High-Fidelity Simulation for Clinical Skill Mastery: A Framework for Enhancing Psychomotor Competence in Health Professions Education
DOI:
https://doi.org/10.61978/curatio.v3i1.1409Keywords:
High-Fidelity Simulation, Clinical Education, OSCE, Psychomotor Skills, Debriefing, Simulation FidelityAbstract
High-fidelity simulation (HFS) is increasingly applied in clinical education to enhance psychomotor and technical skill acquisition. This study investigated the effects of structured HFS interventions—comprising prebriefing, active facilitation, and debriefing—on clinical performance among health profession students, evaluating whether structured simulation design improves procedural accuracy, efficiency, and decision-making. A quasi-experimental pretest-posttest control design involved 120 undergraduate nursing and medical students across two scenarios: patient deterioration and medication safety. Assessment used OSCE checklists, RAPIDS-Tool evaluations, and observational scoring for error rates and completion time, analyzed via paired t-tests and ANOVA. Findings showed statistically significant improvements in OSCE scores (22–25% mean increase), reduced error rates (13–20%), and faster completion times. RAPIDS-Tool results indicated strong post-intervention performance in clinical assessment and intervention, with moderate gains in escalation skills. Structured debriefing further enhanced knowledge retention and reduced repeat errors. These results confirm that HFS, guided by deliberate instructional design, significantly strengthens clinical competencies, with long-term benefits extending to decision-making and teamwork. Thoughtful fidelity alignment ensures engagement and consistent outcomes. The study offers a replicable framework for embedding simulation into healthcare curricula and calls for further research on multicenter scalability and long-term impact.
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