%0 Journal Article
%@ 2291-9279
%I JMIR Publications
%V 6
%N 3
%P e11061
%T The Modification of Vital Signs According to Nursing Students’ Experiences Undergoing Cardiopulmonary Resuscitation Training via High-Fidelity Simulation: Quasi-Experimental Study
%A Fernández-Ayuso,David
%A Fernández-Ayuso,Rosa
%A Del-Campo-Cazallas,Cristino
%A Pérez-Olmo,José Luis
%A Matías-Pompa,Borja
%A Fernández-Carnero,Josué
%A Calvo-Lobo,Cesar
%+ Physical Therapy, Occupational Therapy, Rehabilitation and Physical Medicine Department, Rey Juan Carlos University, Avenida de Atenas s/n, Alcorcón, Madrid, 28922, Spain, 34 0034914888949, josuefernandezcarnero@gmail.com
%K high-fidelity simulation training
%K nursing students
%K vital signs
%K stress
%K anxiety.
%D 2018
%7 15.08.2018
%9 Original Paper
%J JMIR Serious Games
%G English
%X Background: High-fidelity simulation represents a primary tool in nursing education, especially when hands-on practical training is involved. Objective: We sought to determine the influence of high-fidelity clinical simulation, applied during cardiopulmonary resuscitation (CPR) training, on blood pressure, heart rate, stress, and anxiety levels in 2 groups of nursing students. One group had experience in health contexts, whereas the other group had none. Methods: We performed a quasi-experimental study. Data were collected between May and June 2015 and included measurements of all the resting values, before and after participation in CPR clinical simulations regarding the 2 groups of university students (ie, with and without experience). Results: An increase in vital signs was observed in students after participating in a clinical simulation scenario, especially the heart rate. In all students, increased stress and anxiety levels were observed before the first simulation case scenario. Also, in all study groups, a decrease in vital signs, stress levels, and anxiety was observed throughout the study. Conclusions: Participation in high-fidelity simulation experiences has both physiological and psychological effects on students. 
%M 30111529
%R 10.2196/11061
%U http://games.jmir.org/2018/3/e11061/
%U https://doi.org/10.2196/11061
%U http://www.ncbi.nlm.nih.gov/pubmed/30111529