Abstract

Background

Teaching strategies need to engage learners and focus on active learning. The nursing faculty shortage challenges us to prepare competent students. Simulation has been suggested as an appropriate teaching strategy.

Method

The basic experimental posttest-only design of this study evaluated effects of three teaching strategies on the outcomes of performance and retention performance of intervention activities, student satisfaction and self-confidence, and educational practice preferences.

Results

Students' scores were significantly higher in retention performance than in first performance. There was a significant interaction effect for time and teaching strategy. Nursing education needs to focus on use of high-fidelity simulation as a teaching strategy.

KeyWords: nursing education; high fidelity simulation; active learning teaching strategies; performance; retention