Effect of High-Fidelity Simulation on Pediatric Nursing Students' Anxiety

Mary Erickson Megel, Joyce Black, Lissa Clark, Patricia Carstens, Lindsay D. Jenkins, Jennifer Promes, Melissa Snelling, Katie E. Zander, Alicia Bremer, Tara Goodman

Research output: Contribution to journalArticlepeer-review

32 Scopus citations


This study examined the effect of practice with a high-fidelity infant simulator on anxiety in undergraduate student nurses before the first head-to-toe assessment of a hospitalized child. Students were assigned to experimental (N = 27) and attention intervention (N = 25) groups. The experimental group provided postoperative assessments using the SimBaby™ manikin, and the attention intervention group administered infant formula and oral medications through a gastrostomy button without a manikin. State anxiety (STAI), self-confidence, and satisfaction with the learning experience were measured before and after simulated experiences in the Learning Resources Center, and before and after assessing a hospitalized child. On the students' first clinical day, anxiety scores were significantly lower than attention intervention students by 12 points before the assessment of a hospitalized child for students who practiced assessment with the manikin. Students provided suggestions for additional pediatric simulations.

Original languageEnglish (US)
Pages (from-to)e419-e428
JournalClinical Simulation in Nursing
Issue number9
StatePublished - Nov 2012


  • Anxiety
  • Pediatric clinical
  • Simulation
  • Undergraduate nursing education

ASJC Scopus subject areas

  • Education
  • Modeling and Simulation
  • Nursing (miscellaneous)


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