Ogilvie, Susan2013-11-072013-11-0720082008Source: Masters Abstracts International, Volume: 47-05, page: 2831.http://hdl.handle.net/10393/27780http://dx.doi.org/10.20381/ruor-12249This qualitative descriptive study captures reflections from third year baccalaureate nursing students who were asked to describe their experience with high fidelity human patient simulation (HPS) and the impact this experience had on their clinical reasoning skills. Currently educators in Ontario struggle to secure appropriate clinical placements for nursing students. Clinical practice is necessary for students to bridge the theory-practice gap and to become safe, competent practitioners. Nurses employ a clinical reasoning process in order to make health care decisions and it is through experience in practice that nurses develop that skill. Simulation is one way in which clinical reasoning skills can be developed. The study used individual interviews with six, third year nursing students who had participated in a quasi-experimental study where four days of their clinical time were spent in a high fidelity simulation laboratory. A detailed analysis of the transcribed data resulted in the emergence of the central theme of clinical confidence. Four interrelated components: realism, clinical scenarios, facilitation, and debriefing enhanced knowledge development and skill acquisition, which contributed to the development of confidence. Students were not able to articulate that HPS influenced their clinical reasoning skills; however, the four interrelated components contributed to the development of clinical reasoning. A focus group with five of the study participants followed the data analysis and confirmed the findings The study also provided insight into students' perceptions of effective teaching/learning strategies in simulation environments.102 p.enHealth Sciences, Nursing.Thesis