title: Teaching advanced cardiac life support protocols: the effectiveness of static versus high-fidelity simulation.
abstract: The purpose of this study was to compare the effectiveness of static simulation to high-fidelity simulation when teaching advanced cardiac life support guidelines. Using a quasi-experimental design, 49 BSN students were randomly assigned to 2 groups of either static or high-fidelity simulation. There were no significant differences between the static and high-fidelity simulation groups on the written examination. The high-fidelity simulation group outperformed the static simulation group on megacode performance.
authors.affiliation: Indiana University School of Nursing, Bloomington, IN, USA.
authors.forename: Jason M
authors.initials: JM
authors.lastname: King
authors.forename: Deanna L
authors.initials: DL
authors.lastname: Reising
mesh_terms: D022561:Advanced Cardiac Life Support / Q000193:education* / Q000379:methods; D002983:Clinical Competence; D003198:Computer Simulation; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D004521:Educational Measurement; D004522:Educational Status; D005181:Faculty, Nursing; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D008348:Manikins; D017145:Models, Educational; D013223:Statistics as Topic; D013338:Students, Nursing; D013647:Task Performance and Analysis; D013663:Teaching / Q000379:methods*