Off-campus Valpo users: To download campus access documents, please use the following link to log into our proxy server with your Valpo user name and password.

Non-Valpo users: Please talk to your librarian about requesting this document through interlibrary loan.

Date of Award


Degree Type

Restricted Evidence-Based Project Report

Degree Name

Doctor of Nursing Practice (DNP)



First Advisor

Carole A. Pepa


Students’ Perception of Self-Confidence in High-Fidelity Simulation Nurse educators consistently evaluate students and methods of learning within the classroom, laboratory, and practice settings. Part of this evaluative process involves testing the knowledge that the student has gained within the course. Most students in nursing programs develop this knowledge by attending lectures and through demonstration, but this does not always meet the needs of every student (Jeffries, 2001). Self- confidence is built when an exam is taken and successfully passed. This is a good strategy to evaluate a student’s progress, but does not address self-confidence in the clinical setting. High-fidelity simulation (HFS) is one of the many ways educators are meeting the need to impact the clinical learning experience and build self-confidence in students. The purpose of this evidence-based project was to answer the question: How do junior BSN students perceive their self-confidence after taking part in a high-fidelity simulation experience? Kolb’s experiential learning theory was used as a framework to guide the simulation project at a university in the Midwest. A one-group (N = 96) descriptive design was used to answer the PICO question. The ―Learner Satisfaction and Self-Confidence in Learning‖ (LSSCL) scale was used to gather data related to self-confidence. Descriptive statistics were analyzed. Three quarters of the class felt confident that they were mastering the content of the simulation experience. The majority (97%) of students felt confident that the simulation covered critical content necessary for the mastery of medical/surgical curriculum and indicated that they were developing the skills and knowledge required from the simulation experience. Implications for educational practice are discussed.


Full-text download only available to Valparaiso University community.