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The use of multiple-criteria decision-making theory to measure students’ perceptions of high-fidelity simulation
  1. Maureen Anne Jersby1,
  2. Paul Van-Schaik2,
  3. Stephen Green3,
  4. Lili Nacheva-Skopalik4
  1. 1 Faculty of Health and Life Sciences, Northumbria University, Newcastle upon Tyne, UK
  2. 2 Department of Social Sciences, Teesside University School of Social Sciences and Law, Middlesbrough, UK
  3. 3 Department of Computing, Teesside University, Middlesbrough, UK
  4. 4 Department of Applied Informatics, Technical University of Gabrovo, Gabrovo, Bulgaria
  1. Correspondence to Mrs Maureen Anne Jersby, Faculty of Health and Life Sciences, Northumbria University, C115 CLC West, Benton Lane, Newcastle upon Tyne NE7 7AX, UK; maureen.jersby{at}


Background High-Fidelity Simulation (HFS) has great potential to improve decision-making in clinical practice. Previous studies have found HFS promotes self-confidence, but its effectiveness in clinical practice has not been established. The aim of this research is to establish if HFS facilitates learning that informs decision-making skills in clinical practice using MultipleCriteria DecisionMaking Theory (MCDMT).

Methods The sample was 2nd year undergraduate pre-registration adult nursing students.

MCDMT was used to measure the students’ experience of HFS and how it developed their clinical decision-making skills. MCDMT requires characteristic measurements which for the learning experience were based on five factors that underpin successful learning, and for clinical decision-making, an analytical framework was used. The study used a repeated-measures design to take two measurements: the first one after the first simulation experience and the second one after clinical placement. Baseline measurements were obtained from academics. Data were analysed using the MCDMT tool.

Results After their initial exposure to simulation learning, students reported that HFS provides a high-quality learning experience (87%) and supports all aspects of clinical decision-making (85%). Following clinical practice, the level of support for clinical decision-making remained at 85%, suggesting that students believe HFS promotes transferability of knowledge to the practice setting.

Conclusion Overall, students report a high level of support for learning and developing clinical decision-making skills from HFS. However, there are no comparative data available from classroom teaching of similar content so it cannot be established if these results are due to HFS alone.

  • Education
  • Decision-making
  • Clinical practice

Statistics from


  • Contributors MJ developed the concept. SG and LNS contributed substantially to the conception and design. MJ and LNS contributed to acquisition, analysis, or interpretation of the data. MJ drafted the script. LNS,SG and PVS reviewed the script critically for important intellectual content, PVS proved the final version to be published.

  • Competing interests None declared.

  • Patient consent No patients took part in the study. The human participants were student nurses, who all gave voluntary consent.

  • Ethics approval Teesside University Ethics Committee.

  • Provenance and peer review Not commissioned; externally peer reviewed.

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