Hacettepe University, Turkey
Fusun Terzioglu graduated in fi rst place from Hacettepe University School of Nursing in 1989. She won the İhsan Dogramacı Superior Merit Award and Student Science Incentive Award. She earned her pilot’s license from Republic of Turkey Ministry of Transport. She studied about counseling on assisted reproductive techniques at Liverpool Women’s Hospital Reproductive Medicine Unit in United Kingdom on the British Council Research Scholarship. She is an active member of Thematic Network leadership work group. She studied as a research scholar at Kent State University College of Nursing in 2006 for 3 months. She was promoted to assistant professor in 1998, associate professor in 2006 and professor in 2012. She worked as a Vice Chair of Nursing Department, Coordinator of Erasmus Programme, Head of Strategic Planning Group and board member of Hacettepe University Women’s Research and Implementation Center (HUWRICH) between 2009 and 2011. She is member of national and international nurses’ organizations such as INDEN and Sigma Theta Tau. She has been working as a Director of Nursing Services at Hacettepe University Hospitals and Founding Dean of Faculty of Nursing since 2012.
Background: Although previous studies showed that simulation-based teaching contributed to nursing students' learning outcomes, satisfaction, and self-confidence, there is no study related to using high-fidelity simulation in nursing education and its effects on student' learning outcomes in Turkey. Aim: A quasi experimental design was used to determine the effects of high-fidelity simulation experience on students' learning outcomes, students' self-confidence, and satisfaction. Methods: Th e sample consisted of 20 experimental and 20 control group nursing students. Data was collected using a Trauma Case Questionnaire, Student Satisfaction Questionnaire and Patient Intervention Self-Confidence/Competency Scale. Th e data was collected between January 2012 and May 2012. Results: Th ere were no statistical differences between experimental and control group learning outcome scores (p>0.05). Aft er the simulation session, the experimental group students' satisfaction mean score was 114±5.09 (out of 135) and confidence/ competency score was 76,35 ±5.69 (out of 90) Th ere was a statistically significant strong positive correlation between students’ satisfaction score and confidence/competence scores (r=0.974, p< 0.000). Conclusion: Th is study indicated that students’ satisfaction and confidence/competency were high aft er participating in high fidelity simulation sessions. According to the study results, it is recommended to use high-fidelity simulation in nursing education as an innovative teaching strategy to develop students' clinical competencies and confidence.