Abstract：Objective To explore the application effect of high-fidelity simulation teaching in clinical reasoning teaching. Methods A total of 72 nursing interns from June 2017 to May 2018 in a third-class A hospital in Wuhan were selected by convenient sampling method. They were divided into experimental group and control group according to random number table method. The experimental group used high-fidelity simulation teaching to assist clinical reasoning courses, and the control group used traditional teaching methods to teach clinical reasoning courses. Both groups were for one month. The clinical reasoning ability of two groups were evaluated before the start of the course, at the end of the course, and three months after the end of the course. The self-made questionnaire was used to evaluate the teaching effect of the clinical reasoning course. Results Before the teaching, the scores of clinical reasoning ability were not significantly different between the two groups (P < 0.01). After the teaching, the scores of clinical reasoning ability of the two groups were significantly higher than those before the teaching, and the experimental group was significantly higher than the control group (P < 0.01). The scores of the experimental group in the four aspects of specialist nursing knowledge, nursing operation ability, team cooperation ability and communication ability were higher than those of the control group (P < 0.01). Conclusion The application of high-fidelity simulation teaching in nursing teaching can simulate the clinical situation, thus creating a safe, continuous and efficient learning environment for students, and can effectively improve their clinical reasoning ability.
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2019, Vol. 16 
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