# name
The impact of high-fidelity simulation training on first-year nursing students’ attitudes toward communication skills learning: A quasi-experimental study

# metadata.dc.description.abstract[].value
Background: Communication skills are essential for fostering nurse-patient relationships and ensuring quality nursing care, making them a critical competency in nursing education. Attitudes constitute powerful behavioral indicators and influence the learning process of nursing students. Aim: This study evaluated the effects of high-fidelity simulation training on first-year nursing students' attitudes toward learning communication skills. Methods: A total of 149 first-year students participated in a quasi-experimental study, in which their attitudes toward learning communication skills were compared between baseline and after the simulation experience. The standardized patient performed different behaviors during each simulated nursing consultation: assertive, passive/noncompliant, depressed, aggressive, and agitated. Results: Nursing students significantly improved their attitudes toward learning communication skills after the simulation sessions. Conclusion: High-fidelity simulation training using standardized patients allows first-year nursing students to improve their attitudes toward learning communication skills. This improvement can provide benefits directly related to nurse-patient relationships and high-quality nursing care. Therefore, the inclusion of simulation training programs in nursing curricula is necessary to promote these attitudes in order to prepare undergraduate nursing students for real clinical practice.

# metadata.dc.relation.ispartof[].value
Clinical Simulation In Nursing, 2025, vol. 101

# metadata.dc.rights[].value
cc-by-nc-nd (c) Arrogante, Oscar et al., 2025

# metadata.dc.source[].value
Articles publicats en revistes (Infermeria Fonamental i Clínica)

# metadata.dc.title[].value
The impact of high-fidelity simulation training on first-year nursing students’ attitudes toward communication skills learning: A quasi-experimental study